PROBLEM BASED LEARNING

“You can not teach a man anything, you can only help him find it within himself ” – Galileo

‘Spoon feeding in the long run teaches us nothing but the shape of the spoon’ - E M Forster

“ True learning is based on discovery … rather than the transmission of knowledge” – John
Dewey

INTRODUCTION :

1. It emphasis on meaning , not on fact.

2. Memorization – traditional method
3. Problem based learning – engages students in structuring real life problems.
4. Discovery method of teaching by John Dewey 1930
5. Refined by Jerome Burner and Jean Piaget 1960.
HISTORY OF PROBLEM BASED LEARNING:
1. 1916--John Dewey’s progressive movement belief that teachers should teach by
appealing to students natural instincts to investigate and create.
2. 1980--Howard Burrows, a physician and medical educator, started using this approach to
help medical students better diagnose new illnesses
3. 1985-High schools and Colleges start using this approach
4. 1990-1991, Schools began developing PBL movements to improve student performance
in science and other disciplines.

DEFINITION :

 Barrows defined problem based learning as the individualized learning that results from
process involved in working towards the solution of the problem.

 The problem serves as the stimulus, as well as search for information.

 PRINCIPLES

 Understanding comes from our interaction with the environment.

 Cognitive conflicts stimulate learning.
 Knowledge evolves through social negotiation and evaluation of the viability of
individual understanding

PURPOSES:
 To gain an understanding of principles that underline phenomenon.
 Aims at training problem analyzing skills in particular professional situation.
 To exercise that students learn to take decisions independently.

 To activate prior knowledge and integrate that knowledge.

CHARACTERISTICS:
 Learning is student centered.
 Learning occurs in small student groups.
 Teachers are facilitators or guides.
 Problems form the organizing focus and stimulus for learning.
 Problems are a vehicle for the development of clinical problem-solving skills.
 New information is acquired through self directed learning
 . Shifts away from short, isolated teacher centred lessons
 Integrates real world issues and practices
 Teaches students to apply what they have learned in university to life-long endeavours

PRINCIPLES BEHIND PBL

 Understanding is built through what we experience

 Meaning is created from efforts to answer our own questions and solve our own problems
 We should appeal to students’ natural instincts to investigate and create
 Student-centered strategies build critical thinking and reasoning skills and further their
creativity and independence

ROLE CHANGES

 In problem-based learning, the traditional teacher and student roles change.

 The students assume increasing responsibility for their learning, giving them more
motivation and more feelings of accomplishment, setting the pattern for them to become
successful life-long learners.
 The faculty in turn become resources, tutors, and evaluators, guiding the students in their
problem solving efforts.

MEMBERS:
 The group leader
 The scribe
 The group members
 The tutor
 ALL PARTICIPANT HAVE ROLE TO
PLAY

1.
SCRIBE TUTOR CHAIR GROUP
MEMBER
1. RECORD 1. Encourage all group 1. Lead the group
POINTS members to through the process
1. Fo;llow the
MADE BY parricipate 2. Encourage all
steps of tegh
GROUP 2. Assists chair with members to
priocess in
2. HELP group dynamics participate
sequence
GROUP and keeping to 3. Maintain group
2. Participate in
ORDER time dynamics
discussion
THEIR 3. Check scribe keeps 4. Keep to time
3. Listen to and
THOUGHTS an accurate record 5. Ensure group keeps
respect
3. PARTICIPAT 4. Prevent side to task in hand
contribution
E IN tracking 6. Ensure scribe can
of others
DISCUSSION 5. Ensure group keep up and is
4. Ask open
4. RECORD achieves making an accurate
questions
appropriate record
RESOURCES 5. Research all
learning objectives
USED BY the learning
6. Check
GROUPS objectives
understanding
6. Share
7. Assess
information
performance
 ROLE OF MEMBERS

A. ROLE OF THE GROUP LEADER :

1. Keeping the discussion goal oriented

2. Guiding the PBL steps
3. Clarifying discussion
4. Stimulating participation
5. Guiding documentation
6. Argument mediator
7. Motivator
8. Equal participation complete record
9. Time gate keeper

B. ROLE OF THE SCRIBE:

1. Records points
2. Helps ground to order their thoughts
3. Participates in discussion
4. Records resources used by the groups
5. Making clean and short notes
6. Summarizing information
7. External memory
8. Not to be selective

C. ROLE OF THE TUTOR :

1. Encourages the group to participate

2. Assists chair with group dynamics and keeping to time
3. Plays a key role in PBL
4. Is the back bone of PBL
5. Makes learning student centred
6. Facilitates learning instead of dispensing knowledge
7. Guides never direct
8. Committed to the group learning
9. Active listening
 10. Must keep the process alive and on the track by non directive stimuli
11. Should be able to handle small group dynamics
12. To allow the group to take over , manage and encourage students to attain a deeper
level of understanding
13. Ability to assess students ability and problem
14. To ensure all students are involved

D. ROLE OF CHAIR :

1. Heads the group through the process

2. Encourages all the group member to participate
3. Maintain group dynamics
4. Ensure group keeps to task in hand
5. Ensure scribe can keep up and is making an accurate record

E. ROLE OF THE GROUP MEMBER :

1. Follow the steps of process in sequences

2. Participates in discussion
3. Listen to and respect contribution of others
4. Shares information with others
5. Ask open questions
6. Research all the open learning objectives
7. Active participation
8. Answering questions
9. Make decisions

STEPS :

Problem based learning consists of two sessions:

SESSION 1 :

The group selects a group leader and a scribe both group leader and the scribe rotate among
members during the study block. This sessions is known as brain storming session. The
group leader coordinates the session activities. The session has seven steps
Steps of problem based learning :

The pattern of PBL is a variation of the “ seven steps” technique , originally developed in
the University of Maastricht in the Netherland.

1. Clarity
2. Defining
3. Analyzing
4. Shift and sort
5. Identify learning objectives
6. Go and learn
7. Come back and talk

1. CLARITY :

Read the scenario and make sure everyone understand all of the words that are used in it .
normally this ia a fairly quick process .

2. DEFINING :

This is the establishment of what the problem is all about there is usually a very strong
clue in the study guide.

3. ANALYZE :

Discuss the case together as a group. Work out what you really know about the various
components of the case and try to see how concepts link together. Challenge yourself
and the other in the group to explain how things work. The PBL is a safe environment in
which you learn from each other.

4. SHIFT AND SORT :

After analysis of the scenario , a group will have a lot of information on the broad with
links and other concept. Decide which you as a group feel you need to focus on.
5. IDENTIFY LEARNING OBJECTIVE :
Talking through the concept will allow the group to identify a number of things that you
all need to find out about. Remembering that there are only four or five days between
tutorials is important because the learning objectives must be manageable by being stated
as concise and precise questions. Avoid general questions like “what is brain”

6. GO AND LEARN :

Everybody in the group goes away to research all learning objectives by using all of the
resources as disposal. Try to understand what you are reading takes time and its hard
work , at first everyone find difficult to work out how much depth to go into your fellow
group members and to your friends on course. Whatever you should be put into the
continuation of the case you are studying.

7. COME BACK AND TALK :

You must do this without reading your notes. It is quite difficult skill to acquire but it is
the best way to find out you really understand what you are have been reading you are
confused or make a mistake ,someone else the group will help just as we expect you to
help when they are stuck.

IN SHORT PROBLEM SOLVING PROCESS IS AS GIVEN BELOW :

SESSION II-

PRESENTATION

Regroup synthesize new information and agree on whether item identified and can be
explained to the satisfaction all members. If not return to , review what has been learned
during study of the problem. Being new problem when group is satisfied with solution
for previous problem .

EVALUATION

Students will be evaluated on the basis of their performance and placed in one of the
following categories;

1. E- Excellent
2. D-Distinction
3. H-Honors
 4. P-Pass
5. F-Fall
6. A-Absent

BRAIN STORM AGAIN IF

NECESSARY

ORIGINAL PROBLEM
REDEFINE /ADD STATEMENTS
SPECIFICATION

REDEFINE
CHECK PROBLEM UNTIL PROBLEM IS PROBLEMS
DEFINITION
APPROXIMATELY
SOLVED

DEVELOP GENERAL
SPECIFICATION
SPECIFIC MOST
VIABLE ALTERNATIVE
SOLUTIONS

BRAIN STORM ALTERNATIVES

ADVANTAGES :

1. Increase self direction

2. Higher comprehension and better skill development
3. Interpersonal skill and team work
4. Self motivate attitude
5. Facilitator student relationship
6. Level of learning

LIMITATIONS :

1. Designing a good problem is difficult and requisite

2. Valid assessment of the program may not available
3. Role of the teacher that is the tutor should competent to guide the student to meet the
other set for students learning
4. PBL sessions are time consuming
5. It is difficult to generate appropriate problems.

BIBLIOGRAPHY :

1. B.T. Basavanthappa 2003 “TEXT BOOK OF NURSING EDUCATION”1st edition,

Newdelhi, Jaypee brothers publications, page no: 473476, 537-539.

2. K.P. Neeraja (2003) “TEXT BOOK OF NURSING EDUCATION”1st edition, New Delhi
jaypee brothers publications page no: 419-426.

3. Loretta.E.Heidgerken (1997) “TEACHING AND LEARNING IN SCHOOL OF

NURSING”. 3rd edition New Delhi , Jaypee brothers publications, page no: 446 448

4. B. Sankaranayan etal (2003) LEARNING AND TEACHING NURSING. I EDITION,

Calicut Brainful publications page no: 239-255.

5. www.cnanurses.ca/CNA/documents/pdf/publications/CRNE_Bulletin_April _2006_e.pdf

6. www.egyankosh.ac.in/bitstream/123456789/24817/1/Unit15.

7. www.ignou.ac.in/institute/handbook4/SEC6.