roles of students and tutors during the pbl process anne baroffio, phd mathieu nendaz, md, mhpe...
TRANSCRIPT
Roles of students and tutors during the PBL process
Anne Baroffio, PhD
Mathieu Nendaz, MD, MHPE
University of Geneva –
Faculty of Medicine
2
Step 1: Clarify unknown terms in the problem
StudentsIdentify important
problem featuresClarify unknown terms
(dictionary)
TutorVerify understanding
The 8 steps of PBL
1. CLARI FY unknown terms in the problem.
4. DI SCUSS AND ORGANI ZE
your explanations 5. F
OR
MU
LA
TE y
ou
r
learn
ing
ob
jecti
ves
3. ANALYZE the problem
2. DEFI NE the problem
8. EVALUATE the group learning and process
6. SELF-DI RECTED LEARNI NG
7. SHARE and APPLY the new knowledge in explaining the problem
3
Step 2: Define the problem
StudentsSummarize the problemList questions to be
answered
TutorHelp formulate questions
The 8 steps of PBL
1. CLARI FY unknown terms in the problem.
4. DI SCUSS AND ORGANI ZE
your explanations 5. F
OR
MU
LA
TE y
ou
r
learn
ing
ob
jecti
ves
3. ANALYZE the problem
2. DEFI NE the problem
8. EVALUATE the group learning and process
6. SELF-DI RECTED LEARNI NG
7. SHARE and APPLY the new knowledge in explaining the problem
4
Step 3: Analyze the problem
StudentsUtilize previous knowledgeBrainstorm : hypothesize
underlying mechanisms
TutorGuide the processEncourage deeper
knowledgeFocus the discussionsWatch the timing
The 8 steps of PBL
1. CLARI FY unknown terms in the problem.
4. DI SCUSS AND ORGANI ZE
your explanations 5. F
OR
MU
LA
TE y
ou
r
learn
ing
ob
jecti
ves
3. ANALYZE the problem
2. DEFI NE the problem
8. EVALUATE the group learning and process
6. SELF-DI RECTED LEARNI NG
7. SHARE and APPLY the new knowledge in explaining the problem
5
Step 4: Discuss and organize your explanations
StudentsPrioritize, link, group
possible explanationsSynthesize (diagrams)
TutorHelp structure the
explanationsFoster concept linking
The 8 steps of PBL
1. CLARI FY unknown terms in the problem.
4. DI SCUSS AND ORGANI ZE
your explanations 5. F
OR
MU
LA
TE y
ou
r
learn
ing
ob
jecti
ves
3. ANALYZE the problem
2. DEFI NE the problem
8. EVALUATE the group learning and process
6. SELF-DI RECTED LEARNI NG
7. SHARE and APPLY the new knowledge in explaining the problem
6
Step 5: Formulate learning objectives
StudentsUtilize questions arisen
during problem analysis to define learning objectives
TutorHelp refine learning
objectives
The 8 steps of PBL
1. CLARI FY unknown terms in the problem.
4. DI SCUSS AND ORGANI ZE
your explanations 5. F
OR
MU
LA
TE y
ou
r
learn
ing
ob
jecti
ves
3. ANALYZE the problem
2. DEFI NE the problem
8. EVALUATE the group learning and process
6. SELF-DI RECTED LEARNI NG
7. SHARE and APPLY the new knowledge in explaining the problem
7
Step 6: Self-directed learning
StudentsUtilize proposed resources
(textbooks, papers, websites, lectures…) to find explanations to the problem
Accomplish learning objectives
The 8 steps of PBL
1. CLARI FY unknown terms in the problem.
4. DI SCUSS AND ORGANI ZE
your explanations 5. F
OR
MU
LA
TE y
ou
r
learn
ing
ob
jecti
ves
3. ANALYZE the problem
2. DEFI NE the problem
8. EVALUATE the group learning and process
6. SELF-DI RECTED LEARNI NG
7. SHARE and APPLY the new knowledge in explaining the problem
8
Step 7: Share and apply new knowledge to explain the problem
StudentsShare acquired knowledgeExplain mechanisms
underlying the problemVerify understanding of the
mechanismsSummarize the case with a
diagramTutor
Make sure that learning objectives are achieved
Verify depth of knowledgeHelp identify missing or wrong
concepts
The 8 steps of PBL
1. CLARI FY unknown terms in the problem.
4. DI SCUSS AND ORGANI ZE
your explanations 5. F
OR
MU
LA
TE y
ou
r
learn
ing
ob
jecti
ves
3. ANALYZE the problem
2. DEFI NE the problem
8. EVALUATE the group learning and process
6. SELF-DI RECTED LEARNI NG
7. SHARE and APPLY the new knowledge in explaining the problem
9
Step 8: Evaluate the group learning and process
StudentsEvaluate personal learningEvaluate personal and
group functioning
TutorProvide feedback on
students’ learningProvide feedback on group
functioning
The 8 steps of PBL
1. CLARI FY unknown terms in the problem.
4. DI SCUSS AND ORGANI ZE
your explanations 5. F
OR
MU
LA
TE y
ou
r
learn
ing
ob
jecti
ves
3. ANALYZE the problem
2. DEFI NE the problem
8. EVALUATE the group learning and process
6. SELF-DI RECTED LEARNI NG
7. SHARE and APPLY the new knowledge in explaining the problem
One fundamental role of the Tutor :Providing feedback and assessment
Feed-back
According to students… they have never enough feedback
12
Why give feed-back
One single reason: to give a chance to students to improve
Feedback assessment or evaluationFeedback must be specific
It was great…! This was not good…!
Feed-back must be prescriptive Here is what you can do to improve…
FEED-BACK
TO THE GROUPTO THE INDIVIDUAL
STUDENT
LEARNING PROCESSGROUP
FUNCTIONING
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Giving feed-back during the tutorial: WHEN?
Spontaneous: o Good question, good intervention…
o Goal: support and encourage students
o Do not penalize incorrect hypotheses
Group learning and process evaluationo What did you learn?
o What misconceptions could we correct?
o How did the group work?
o Make the students speak first!
Tutor assessment of the student
Formal assessment sheet used in GE
Scale
Beyond expectations
At expectations
To improve No opinion
Items A: Learning behavior
Identification and synthesis of relevant issues
Curiosity
Adequate search of help if needed
Structured and clear expression
Items B: Ability to self-assessment
Open to critics
Personal initiatives to correct self-insufficiency
Items C: Attitudes toward others
Pertinent interventions
Tactful expression in case of disagreement
Listening capacity
Avoidance of value judgement on others
Items D: Global appreciation
Strengths
Weaknesses
Open comments
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Notice!
Knowledge not summatively assessed during tutorials in Geneva
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In summary: Tutor roles
1. PBL process
Guides the PBL process Focuses the discussion Coaches the student group leader Is committed to students’ progress
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In summary: Tutor roles
2. Cognitive
Guides students’ learning Encourages deep knowledge Promotes critical thinking Fosters concept integration Helps identify missing or wrong concepts Verifies students’ understanding and learning (Tutorial 2) Provides feedback on learning (group and student)
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In summary: Tutor roles
3. Group dynamics
Encourages each student’s participation Regulates students’ contribution (shy vs verbose….) Provides feedback on group functioning (individual and
group)