Problem-Based LearningProblem-Based LearningProblem-Based LearningProblem-Based LearningHow to Improve Your How to Improve Your

Facilitation SkillsFacilitation Skills

Larry Harris, Ph.D.West Virginia University

based in part on workshops conducted atUniversity of New Mexico

Larry Harris, Ph.D.West Virginia University

based in part on workshops conducted atUniversity of New Mexico

Outcomes: What do Teachers want Outcomes: What do Teachers want from Students?from Students?Outcomes: What do Teachers want Outcomes: What do Teachers want from Students?from Students? want to learn more about the subjectwant to learn more about the subject enthusiastic about the subjectenthusiastic about the subject are able to use learned information are able to use learned information can communicate effectivelycan communicate effectively are aware of limits of their knowledgeare aware of limits of their knowledge can identify and solve problemscan identify and solve problems

Who Controls the Learning?Who Controls the Learning?Who Controls the Learning?Who Controls the Learning?

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Teacher ControlTeacher Control

Student ControlStudent Control

LectureLecture Lesson planLesson plan PBLPBL

What is Problem-Based Learning?What is Problem-Based Learning?What is Problem-Based Learning?What is Problem-Based Learning?

Learning that results from working towards an Learning that results from working towards an understanding and resolution of a problemunderstanding and resolution of a problem

Acquiring of knowledge in the context in which Acquiring of knowledge in the context in which it will be usedit will be used

Solution of a real-life problem stimulates the Solution of a real-life problem stimulates the student to evaluate their own knowledge and to student to evaluate their own knowledge and to learn new informationlearn new information

PBL in MedicinePBL in MedicinePBL in MedicinePBL in Medicine

Patient problems (cases) provide the stimulus for Patient problems (cases) provide the stimulus for acquiring basic science information needed to acquiring basic science information needed to understand the underlying mechanisms of health understand the underlying mechanisms of health and diseaseand disease

Provides experience in clinical problem solving Provides experience in clinical problem solving (clinical reasoning)(clinical reasoning)

How is PBL Different?How is PBL Different?

The problem is given to the students first, often The problem is given to the students first, often before specific topics have been covered before specific topics have been covered elsewhereelsewhere

Students make decisions about what to learnStudents make decisions about what to learn Students study learning issues on their ownStudents study learning issues on their own The tutor facilitates the processThe tutor facilitates the process

Definition of TermsDefinition of TermsDefinition of TermsDefinition of Terms

Teacher: One who shows or helps to learn; to Teacher: One who shows or helps to learn; to instruct; to guide the study of a subjectinstruct; to guide the study of a subject

Facilitator: One who makes something easierFacilitator: One who makes something easier

Tutor: One who gives individual instruction; Tutor: One who gives individual instruction; directs the learning of a group of studentsdirects the learning of a group of students

The Small Group The Small Group The Small Group The Small Group

4 to 8 students/group4 to 8 students/group Flexible seating Flexible seating

arrangementarrangement Group meets for 1 to 3 Group meets for 1 to 3

hours each sessionhours each session Group establishes rules Group establishes rules

of conductof conduct

Group Facilitation SkillsGroup Facilitation SkillsGroup Facilitation SkillsGroup Facilitation Skills

Try to get the group Try to get the group working together in a working together in a cooperative mannercooperative manner

Ground Rules: Some SuggestionsGround Rules: Some SuggestionsGround Rules: Some SuggestionsGround Rules: Some Suggestions

Do not interrupt othersDo not interrupt others Keep on the task; be focusedKeep on the task; be focused Draw mechanisms on boardDraw mechanisms on board All ideas are consideredAll ideas are considered Establish a safe learning environmentEstablish a safe learning environment Identify sources of informationIdentify sources of information Everyone should participate in discussionsEveryone should participate in discussions

What are the skills needed for What are the skills needed for facilitation?facilitation?What are the skills needed for What are the skills needed for facilitation?facilitation? You must be “student-centered”You must be “student-centered” Encourage students to assume responsibility for Encourage students to assume responsibility for

their own learningtheir own learning Allow enough time for discussionsAllow enough time for discussions Choose moments of intervention carefully; try Choose moments of intervention carefully; try

not to lecture...try to stimulate their thinkingnot to lecture...try to stimulate their thinking

To intervene or not to intervene?To intervene or not to intervene?To intervene or not to intervene?To intervene or not to intervene?

Keep the discussion focusedKeep the discussion focused Ask questions rather than answer themAsk questions rather than answer them

““Can anyone answer that question?”Can anyone answer that question?” Rise to the “teachable moment”Rise to the “teachable moment” Get the students to sketch out their answer on the Get the students to sketch out their answer on the

boardboard Maintain orderMaintain order

Dealing with conflictsDealing with conflicts

Remind group of ground Remind group of ground rulesrules

Encourage group to solve Encourage group to solve their own problems their own problems during assessment: Do during assessment: Do this at the first sign of this at the first sign of conflictconflict

Serve as a model for the Serve as a model for the groupgroup

Tools for FacilitatorsTools for Facilitators

Be patientBe patient Reward students for Reward students for

asking good questionsasking good questions Give prompt feedbackGive prompt feedback Assess the progress of Assess the progress of

the groupthe group Use humor when neededUse humor when needed

Discussion Skills for TutorsDiscussion Skills for Tutors

Listen; keep in the Listen; keep in the conversationconversation

Involve the whole groupInvolve the whole group Help focus discussionHelp focus discussion Identify sources Identify sources Ask for their reasoning Ask for their reasoning Take students to the limit Take students to the limit

of their knowledgeof their knowledge

Diagram the MechanismDiagram the Mechanism

Helps the group Helps the group appreciate the details of appreciate the details of the casethe case

Relate details to the larger Relate details to the larger picturepicture

Prevents a superficial Prevents a superficial discussiondiscussion

Allows students to teach Allows students to teach one another one another

Vindicate Sleep: Vindicate Sleep: A Tool to Improve A Tool to Improve Depth of CoverageDepth of CoverageVindicate Sleep: Vindicate Sleep: A Tool to Improve A Tool to Improve Depth of CoverageDepth of Coverage

VV vascularvascularII inflammatoryinflammatoryNN neoplasticneoplasticDD degenerativedegenerativeII intoxicationintoxicationCC congenitalcongenitalAA allergic/autoimmuneallergic/autoimmuneTT traumatictraumaticEE endocrineendocrine

SS socialsocialLL legallegalEE environmentalenvironmentalEE economiceconomicPP psychologicalpsychological

Learning Issue Do’sLearning Issue Do’sLearning Issue Do’sLearning Issue Do’s

Make a list of unanswered questionsMake a list of unanswered questions Encourage group towards concisenessEncourage group towards conciseness Help prioritize issuesHelp prioritize issues Encourage everyone to learn all the important Encourage everyone to learn all the important

learning issueslearning issues

Learning Issue Don’tsLearning Issue Don’tsLearning Issue Don’tsLearning Issue Don’ts

Select broad learning issues Select broad learning issues Select superficial issuesSelect superficial issues Lead the students to their choice of issuesLead the students to their choice of issues Use every learning issueUse every learning issue

Giving Effective FeedbackGiving Effective FeedbackGiving Effective FeedbackGiving Effective Feedback

Create safe environmentCreate safe environment Use non-threatening Use non-threatening

languagelanguage Praise firstPraise first Be open to criticism Be open to criticism

yourselfyourself Rephrase and summarize Rephrase and summarize

what was saidwhat was said

Learning issues

Summary: Summary: How can I be a better How can I be a better facilitator?facilitator?Summary: Summary: How can I be a better How can I be a better facilitator?facilitator? Practice the ground rules for group behaviorPractice the ground rules for group behavior Try to step back and observe group functionTry to step back and observe group function Avoid teaching...unless askedAvoid teaching...unless asked Ask students to diagram mechanismsAsk students to diagram mechanisms Take students to the “end of their knowledge”Take students to the “end of their knowledge” Give prompt and effective feedbackGive prompt and effective feedback Don’t be rigid...have funDon’t be rigid...have fun

Fred Deutsche Fred Deutsche Patient PresentationPatient PresentationFred Deutsche Fred Deutsche Patient PresentationPatient Presentation

Fred Deutsche is a 47 year-old man who is a construction Fred Deutsche is a 47 year-old man who is a construction contractor. He comes to your office complaining of contractor. He comes to your office complaining of shortness of breath with physical activity. He has a shortness of breath with physical activity. He has a physically demanding job and previously had no physically demanding job and previously had no symptoms at work. The symptoms began two weeks symptoms at work. The symptoms began two weeks ago and have been getting progressively worse. He also ago and have been getting progressively worse. He also indicates that he feels depressed and feels a general indicates that he feels depressed and feels a general weakness and lack of energy. Other than a respiratory weakness and lack of energy. Other than a respiratory infection about 6 weeks earlier he has been healthy.infection about 6 weeks earlier he has been healthy.

Fred DeutscheFred DeutscheDiscussion QuestionsDiscussion QuestionsFred DeutscheFred Deutsche

Discussion QuestionsDiscussion Questions

What are Mr. Deutsche’s problems?What are Mr. Deutsche’s problems? List your hypotheses for the mechanisms leading List your hypotheses for the mechanisms leading

to each of the patient’s problems. Explain.to each of the patient’s problems. Explain. In obtaining a complete history what additional In obtaining a complete history what additional

information do you need? Explain how each information do you need? Explain how each piece of information will help you to test your piece of information will help you to test your hypothesis.hypothesis.