Essay: Problem based learning

Problem-based learning (PBL) is a student-centered pedagogy in which students learn about a subject through the experience of solving an open-ended problem. This method of teaching allows students to define their own learning objectives by actively taking part in a problem solving scenario. The PBL is not about problem solving alone but to use the scenario to increase understanding and knowledge.
Pioneered by Howard Barrows(1960) and his colleagues in Canada, Barrows defined this learning model as –
1. Student Centered Learning
2. Learning is done in Small Student Groups, ideally 6-10 people
3. Facilitators or Tutors guide the students rather than teach
4. A Problem forms the basis for the organized focus of the group, and stimulates learning
5. The problem is a vehicle for the development of problem solving skills. It stimulates the cognitive process.
6. New knowledge is obtained through Self-Directed Learning (SDL).
Allen, Duch, &Grow (2001) suggested that PBL should be introduced with “minilecture” to provide some context for problem and identify area of potential difficulty. A PBL was carried out with four junior doctors and facilitator[me] to go through management of acute abdominal pain in three different patients presented to Surgical unit during a Post On-Call round. The junior doctors were asked to prepare in advance for the session. The session was predominantly run by the junior doctors (appendix 6).The group was given a real time scenario with Acute abdomen and were encouraged to draft a management plan for each case. Junior doctors elected a chair for each PBL scenario and a “scribe” to record the discussion. The roles were rotated after every scenario.
A typical PBL tutorial usually consists of a group of 8-10 students and a tutor, who facilitates the session. The tutor helps facilitating the proceedings and ensures that the group achieves its learning objectives. It differs from a traditional learning and Group work is an essential part of problem based learning (fig 5). Group Learning enhances effective communications between the students and makes them feel comfortable to develop new ideas and raise questions (Allen,Duch,& Groh,1996).In addition group work is also important as it motivates students to get involved actively and also held accountable for their actions by group member ( Cohen,1994). Hence a well-designed open ended problem helps the students to learn by an active participation leading to a positive group work experience.
Fig 5.
Assessment in Problem-Based Learning
Student learning is influenced greatly by the assessment methods used. Assessment of student’s activities could be done by tutor feedback or use of formative or summative assessments. The ‘feedback sandwich’, which starts and ends with positive feedback is a good method in PBL. The more critical feedback is ‘sandwiched’ between the positive aspects. Another important learning is from Feedback received from peers. As suggested by Allen, Duch, and Groh (1996) students should rate their group members using a numerical scale based on “attendance, degree of preparation for class, listening and communication skills, ability to bring new and relevant information to the group, and ability to support and improve the functioning of the group as a whole”. Based on this model during this session my role as a tutor was of a mentor and learning facilitator .
Conclusion
PBL is an effective method for improving students’ problem-solving skills. It is based on principles of adult learning theory, and encouraging them to set their own learning goals. Students will learn facts and skills much better by actively participating in problem based scenario’s rather than receiving information passively (Gallagher, 1997; Resnick & Klopfer, 1989).