SEVEN JUMPS IN PROBLEM

BASED LEARNING METHOD

drg. Irfan Sugianto, MMedEd., Ph.D

Dental Education Unit Faculty of Dentistry Hasanuddin University
Dept. of Radiology Faculty of Dentistry Hasanuddin University
 SEVEN JUMPS IN PROBLEM BASED
LEARNING METHOS

1. Clarify unfamiliar terms

2. Define the PROBLEM(s)
3. Brainstorm Possible Hypothesis or Explanation
4. Arrange Explanations Into a tentative solution/Analyzing the
problem
5. Define Learning Objectives/Formulating Learning Issues
6. Information Gathering and Private Study
7. Reporting / Share the Results of information Gathering and
Private Study
Clarify unfamiliar terms and
define keywords

Process
Students identify any words whose meaning is unclear - other
group members may be able to provide definitions. Students
should be made to feel safe, enabling them to be honest about
anything they do not understand.

Reason
Unfamiliar terms act as an obstacle to understanding.

Written Output
Words or names on which the group cannot agree a
meaning should be listed as learning objectives.
List of keywords that help/guide to indentify problems
Define the Problem(s)
Process
This is an open session when students are encouraged to
contribute their view of the problem under discussion. The
tutor may need to encourage them all to contribute to a
fastmoving and wide-ranging analysis.

Reason
It is quite possible for every member of tutorial group to
have a different - perspective, on a problem. an open
session when students are encouraged to contribute their
view of the problem under discussion.

Written Output
List of issues to be explained
 Brainstorm Possible
Hypothesis or Explanation

Process
A continuation of the open session but students now try to
formulate, test and compare the relative merits of their
hypotheses or explanations of the problem or case.

Reason
This is a crucial step, that prompts the use of previous learning
and memory and allows students to test or draw on another’s
understanding; Links can be formed between the items if
incomplete knowledge that exist within the group.

Written Output
List of hypotheses or explanations
Arrange Explanations Into a tentative
solution/Analyzing the problem

Process
The problem is scrutinized in fine detail and compared
against the proposed hypotheses, or explanation

Reason
This stage actively processes and restructures existing
knowledge and identifies gaps in understanding.group.

Written Output
This involves organizing explanations for problems,
representing them schematically, trying to link new ideas with
each other,
Define Learning Objectives/Formulating
Learning Issues

Process
The group agrees a core set of learning objectives that all
students will study

Reason
The process of consensus uses the expertise of the entire
tutorial group (and tutor) to synthesize the foregoing
discussion into appropriate learning objectives. This not
only defines the learning objectives but also pulls the
group together and concludes the discussion..

Written Output
Learning objectives
Information Gathering and Private
Study
Process
This could include finding material in textbooks, carrying out
a computerized literature search using the Internet, talking
to an expert, and anything else that will help provide the
information the student is seeking.

Reason
Clearly an essential part of the learning process is
gathering and acquisition of new information, which
students do on their own

Written Output
Students' individual notes
 Reporting / Share the Results of
information Gathering and Private Study

Process
Students begin by returning to their list of learning objectives. They
first identify their individual sources of information, pool their
information from private study and help each other understand
and identify areas of continuing difficulty for further study

Reason
This synthesizes the work of the group, consolidates
learning and identifies areas of uncertainty, possibly for
further study

Written Output
Students' individual notes
 Timeline of PBL Tutorial

Tutorial 1 Step 1 - 5

Independent
Step 6
learning/Private study

Step 7
Tutorial 2

Pleno
Componets &Participant Roles

Scenario

a group chairperson

a scribe(s)

Other students/learner

Tutor
 Task of group chairperson & scribe
Step Description Chair Scribe

1 clarifying unfamiliar terms
unfamiliar terms in the
problem text are clarified
• Invites group members to read the • Divides the blackboard
problem into three parts
• Checks if everyone has read the • Notes down the
problem unfamiliar terms
• Checks if there are unfamiliar terms
in the problem
• Concludes and proceeds to the next
phase

2 problem definition • Asks the group for possible problem • Notes down the
definitions problem definitions
the tutorial group defines the • Paraphrases contributions of group
problem in a set of members
questions • Checks if everyone is satisfied with
the problem definitions
• Concludes and proceeds to the next
phase
3 brainstorm
preexisting knowledge is
activated and determined,
hypotheses are generated
4 analyzing the problem
explanations and hypotheses
are discussed in depth and are
systematically analyzed and
related to each
• Allows all group members to contribute • Makes brief and clear
one by one summaries of
• Summarizes contributions of group contributions
members • Distinguishes between
• Stimulates all group members to main points and side
contribute issues
• Summarizes at the end of the brainstorm
• Makes sure that a critical analysis of all
contributions is postponed until step four
• Makes sure that all points from the • Makes brief and clear
brainstorm are discussed summaries of
• Summarizes contributions of group contributions
members • Indicates relations
• Asks questions, promotes depth in the between topics, makes
discussion schemata
• Makes sure the group does not stray from
the subject
• Stimulates group members to find
relations between topics
• Stimulates all group members to
contribute
5 formulating learning issues
it is determined what
knowledge the group lacks,
and learning issues are
formulated on these topics
7 reporting
finding from the literature are
reported and answers to the
learning issues are discussed
• Asks for possible learning issues • Notes down the learning
• Paraphrases contributions of group issues
members
• Checks if everyone is satisfied with the
learning issues
• Checks if all obscurities and
contradictions from the problem analysis
have been converted into learning issues
• Prepares the structure of the reporting • Makes brief and clear
phase summaries of
• Makes an inventory of what sources have contributions
been used • Indicates relations
• Repeats every learning issue and asks between topics, makes
what has been found schemata
• Summarizes contributions of group • Distinguishes between
members main points and side
• Asks questions, promotes depth in the issue
discussion
• Stimulates group members to find
relations between topics
• Stimulates all group members to
contribute
• Concludes the discussion of each
learning issue with a summary
Knowledge makes people humble.
Arrogant makes people ignorant.

-Boona Muhammad-