Making PBL workMaking PBL workDavid TaylorDavid Taylor

LiverpoolLiverpooldcmt@liv.ac.uk

http://pcwww.liv.ac.uk/~dcmt/intro2011.ppt

What do we know?What do we know?

There has been a huge amount There has been a huge amount of research on how people learnof research on how people learn

And on how they become And on how they become members of a professionmembers of a profession

““Traditional teachers”Traditional teachers”

Make statements/convey Make statements/convey informationinformation

Expect prompt, “correct” Expect prompt, “correct” answersanswers

Focus on what they do (“I gave a Focus on what they do (“I gave a good lecture”)good lecture”)

Emphasise short term outcomesEmphasise short term outcomes

We prefer...We prefer...

Asking questions that invite Asking questions that invite thinking, problem solving and thinking, problem solving and self-assessmentself-assessment

Help you learn how to learnHelp you learn how to learn Focus on what Focus on what youyou do do Emphasise long-term outcomesEmphasise long-term outcomes

ChangeChange

This may well be different from This may well be different from what you are used towhat you are used to

And it may be different from And it may be different from what you expectwhat you expect

And there will be times when you And there will be times when you feel uncomfortablefeel uncomfortable

butbut

It works!It works!

It really doesIt really does Jason, H. Advances in physiological Jason, H. Advances in physiological

education 2007; 31: 312-317education 2007; 31: 312-317 Taylor D, Miflin B. Problem-based Taylor D, Miflin B. Problem-based

learning: Where are we now? learning: Where are we now? Medical Teacher 2008;30(8):742 - Medical Teacher 2008;30(8):742 - 63.63.

But lots more.....But lots more.....

Duality Multiplicity Relativism

Things are either right

or wrong

Can compare and

contrast, starting to

expect to see

evidence.

Can grasp concepts,

recognize contexts,

and importantly

synthesize information

to use in other

contexts.

Peers are not a reliable

source of information

Peers are OK – to give

a variety of

perspectives

Peers are legitimate

source of information

if they have checked

the evidence

“Teacher knows

everything”

“Teacher knows best” “Teacher might know”

But firstBut first

The Senior Tutor isThe Senior Tutor is David TaylorDavid Taylor

dcmt@liv.ac.uk 07803 963 899 (SMS or voice!)07803 963 899 (SMS or voice!) 01704 873304 (night-time)01704 873304 (night-time)

PBL groups do it PBL groups do it togethertogether

Say Say whatwhat you you know know

not not thatthat you you knowknow

Are we doing it Are we doing it right?right?

Liverpool PBL sessions:Liverpool PBL sessions:

LLook for phenomena requiring explanationook for phenomena requiring explanation

IInvestigate prior knowledge and experiencenvestigate prior knowledge and experience

VVolunteer shared learning objectivesolunteer shared learning objectives

EExplain the essence of the case scenarioxplain the essence of the case scenario

RReflect and evaluateeflect and evaluate

……poolpool Maudsley G...Maudsley G... British Medical JournalBritish Medical Journal 1999; 318: 657-661. 1999; 318: 657-661.

Look for phenomena Look for phenomena requiring explanationrequiring explanation

How?How? Spend considerable time Spend considerable time

brainstormingbrainstorming Keep to brainstorming ‘rules’Keep to brainstorming ‘rules’

(if you think it say it (if you think it say it (BRIEFLY)(BRIEFLY); do not ; do not judge, apologize for, discuss, justify judge, apologize for, discuss, justify suggestions; write all suggestions suggestions; write all suggestions down verbatim even if they appear to down verbatim even if they appear to be overlap; do go back through the be overlap; do go back through the trigger material after a short break trigger material after a short break thinking about something else)thinking about something else)

Look for phenomena Look for phenomena requiring explanationrequiring explanation

How?How?Spend considerable time Spend considerable time brainstormingbrainstorming

Keep to brainstorming ‘rules’ Keep to brainstorming ‘rules’

……so that you work so that you work together and do not miss together and do not miss key features to research, key features to research, act upon, etc.act upon, etc.

IInvestigate prior knowledge nvestigate prior knowledge and experienceand experience

How?How? Spend considerable time activating Spend considerable time activating

‘prior knowledge’ (i.e. what you ‘prior knowledge’ (i.e. what you already know about anything that already know about anything that has been highlighted) has been highlighted)

nownow is the time to discuss the is the time to discuss the brainstorming suggestions, not brainstorming suggestions, not during brainstormingduring brainstorming

IInvestigate prior knowledge and nvestigate prior knowledge and experienceexperience

How?How? Spend considerable time activating Spend considerable time activating

‘prior knowledge’ (i.e. what you already ‘prior knowledge’ (i.e. what you already know about anything that has been know about anything that has been highlighted)highlighted)

……so thatso that you do not keep saying that you do not keep saying that you know something, yet cannot you know something, yet cannot actually explain it out loudactually explain it out loud

……so thatso that you realize that you are not you realize that you are not the only person who does not know the only person who does not know somethingsomething

Volunteer shared learning Volunteer shared learning objectivesobjectives

How?How? From the learning gaps that you have From the learning gaps that you have

identified, sort out what it is that you identified, sort out what it is that you as a group should be able to do when as a group should be able to do when you return next time:you return next time:

outline x, draw y, discuss the role of x outline x, draw y, discuss the role of x related to y, compare & contrast a, b related to y, compare & contrast a, b & c& c

Volunteer shared learning Volunteer shared learning objectivesobjectives

How?How? From the learning gaps that you have From the learning gaps that you have

identified, sort out what it is that you as identified, sort out what it is that you as a group should be able to do when you a group should be able to do when you return next timereturn next time

……so thatso that you have a learning plan and you have a learning plan and know whether you have succeeded in know whether you have succeeded in keeping on track by the next sessionkeeping on track by the next session

Explain the essence of the Explain the essence of the case scenariocase scenario

How?How? Come back to the group Come back to the group readyready to explain to explain

what you now know, still do not know, what you now know, still do not know, can illustrate, how you know it, and WHY can illustrate, how you know it, and WHY it is RELEVANT at all to it is RELEVANT at all to thisthis case case scenario… all WITHOUT NOTESscenario… all WITHOUT NOTES

Use evidence, critically appraising yours Use evidence, critically appraising yours & other people’s assertions& other people’s assertions

Synthesize what you now know with the Synthesize what you now know with the scenarioscenario

Explain the essence of the case Explain the essence of the case scenarioscenario

How?How? Come back to the group Come back to the group readyready to explain what to explain what

you now know, still do not know, can illustrate, you now know, still do not know, can illustrate, how you know it, and WHY it is RELEVANT at all how you know it, and WHY it is RELEVANT at all to to thisthis case scenario… all WITHOUT NOTES case scenario… all WITHOUT NOTES

Use evidence, critically appraising yours & Use evidence, critically appraising yours & other people’s assertionsother people’s assertions

Synthesize what you now know with the Synthesize what you now know with the scenarioscenario

……so thatso that you keep rehearsing what you you keep rehearsing what you know in a clinical context (making it easier know in a clinical context (making it easier to recall later on) and keep improving to recall later on) and keep improving critical thinkingcritical thinking

……and…and…

……and…and…

Reflect and evaluateReflect and evaluate

How?How?Reflect during the session on Reflect during the session on how you are contributing and how you are contributing and adjust accordinglyadjust accordingly

(…if you have not said a word, why not? …if (…if you have not said a word, why not? …if you have not shut up at all, why? …if you are you have not shut up at all, why? …if you are lost, speak up!)lost, speak up!)

Spend time at the end of EVERY Spend time at the end of EVERY session debriefing on how the session debriefing on how the process went (things that went process went (things that went well, not so well)well, not so well)

Reflect and evaluateReflect and evaluate

How?How? Reflect during the session on how you are Reflect during the session on how you are

contributing and adjust accordinglycontributing and adjust accordingly Spend time at the end of EVERY session Spend time at the end of EVERY session

debriefing on how the process went (things that debriefing on how the process went (things that went well, not so wellwent well, not so well

……so thatso that people have the chance to people have the chance to explain their concerns/behaviour and explain their concerns/behaviour and suggest ways that he/she/the group/the suggest ways that he/she/the group/the tutor could do better next timetutor could do better next time

And finallyAnd finally

If you have a worry or a problem If you have a worry or a problem before you get to know more before you get to know more staffstaff

David TaylorDavid Taylor dcmt@liv.ac.uk 07803 963 899 (SMS or voice!)07803 963 899 (SMS or voice!) 01704 873304 (night-time)01704 873304 (night-time)