Human Physiology DPT 0600

A Student Guide for Problem-Based Learning Sessions

What is Problem-Based Learning (PBL)?

PBL is a pedagogical technique that focuses learning on problem-solving activities rather than traditional
lectures. You will notice that the Faculty facilitating the course have shifted from using a teacher-
centred approach to a student/learner-centred approach. This shift will look and feel different to you
in that Faculty won’t be serving as expert lecturers, but rather facilitators of your learning.

PBL uses problems/case scenarios to you identify your own learning needs. The problem or case will be
used as a stimulus to understand, synthesize and apply information to the problem, and to begin to
work effectively as a team to learn from your peers who will work with you in a group. Patient based
cases are used to activate prior knowledge, provide contextual and co-operative learning (i.e. as
individual learners you will be interdependent on your group members), and to develop problem-solving
skills. Challenging, open-ended problems/cases are best to drive learning. This too may feel different to
you in that you won’t be competing with each other, but rather working collaboratively to help each
other learn.

PBL embraces adult learning principles. Qualities of PBL include that it is:
• Problem-focused
• Learner-centered
• Self-directed
• Self-reflective, and
• Develops skills for life-long learning

Why are we taking a problem-based approach to Human Physiology DPT 0600?

The majority of students entering into the DPT program have had at least two courses in human
physiology, and some more than 4 courses if you include exercise physiology, as prerequisites.. Thus,
you are entering the program with some foundational knowledge about human physiology. Our goal is
to help you make the connections between human physiology and the patients you will be assessing
and treating as a physical therapist. The best way for us to do that, is to use problems/cases to
stimulate your learning.

What does PBL look and feel like?

Learning in small groups is a hallmark of PBL programs for healthcare professionals. The group provides
a forum for establishing learning objectives and a forum for exchanging, reinforcing and challenging new
knowledge. When they join your group from time to time, the role of a “tutor” or “facilitator” is
different from the traditional role of a “teacher”. The tutor/facilitator is not meant to be a content
expert who provides facts. The tutor’s role is to guide learning, ensuring all group members participate,
and to keep groups from going “astray”. If they detect that your group is going “too far down a rabbit
hole” they may ask you a few specific and well-targeted questions (e.g. what is your evidence for that?)
or make a few suggestions to help get you back on track.
One of the greatest challenges with PBL is knowing when to stop searching for new information and
halt the learning of a particular topic. In didactic lectures, there is a definite end-point when the lecture
ends and the attendees leave assuming that is all there is to know. In PBL, you are in charge of your own
learning with the guidance of your group and the tutors. You must learn to have confidence and trust in
your fellow group members and learn to respectfully challenge the validity and reliability of the
information they find and bring to share with the group. You are not being left at sea to sink or swim on
your own. Your group is your lifeboat, and the tutors/facilitators are your beacons helping you navigate
your way. Tutors/facilitators will join and leave your group at various times (as observers only) and are
also available if you would like them to join your asynchronous group sessions should the group wish.
To arrange this, the group member designated as the representative to connect with Faculty should
email one of the Faculty responsible for the course and provide them with the time and date of your
group’s next asynchronous meeting.

Logistics for Asynchronous Group Discussions:

• You will be assigned to a group of 8-9 colleagues that you will meet with on a regular basis
(asynchronous meetings).
• Your group will set up a consistent day and time during which you will meet to plan and work on
cases and assignments. The asynchronous meetings should take place at least twice a week for 2-
2.5 hours per session (4-5 hours/week). It is optimal to have the asynchronous meetings take place
at least 2-3 days apart (ideally before and after our Wednesday synchronous sessions) which
provides time for members of the group to find, examine and synthesize learning resources. Please
let the Faculty responsible for the course know the days and times for your asynchronous group
meetings.
• Faculty tutors will periodically join your group as an observer.
• You are also expected to spend 1-2 hours per week on asynchronous discussion threads within
your assigned group to discuss the cases. Your group’s learnings are to be summarized at the end
of the week and posted.
• Student participation in the discussion boards is mandatory (at least two post per case) and will
be graded; as will the group’s summary at the end of the case/week.

Weekly Synchronous Sessions: (Wednesdays 9-11am weekly as per schedule)

• The weekly synchronous sessions with all groups and faculty (2 hours/week Wednesdays 9-11am
Arizona Time) will be to review major learning objectives and learnings (groups will be asked to
summarize and present their findings), to pose questions about course content and answer
questions posed by peers.

The First Asynchronous Session:

• The first task is introductions and for the you to get to know each other (i.e. share
individual backgrounds and interests, including those outside of University).
• Decide when your group will meet for their asynchronous sessions and how you will
work together.
• Exchange contact information.
 • Identify one or two students in the group who will be the contacts for the Faculty. They
will be responsible for communicating such things as the days and times of your
asynchronous sessions to the Faculty responsible for Human Physiology DPT 0600.
• Decide on how your group plans to function and summarize that before commencing
the first health care problem/case.
• Remember to leave time at the end of the session (~20 minutes) to clarify any learning
issues that arise, plan for the next asynchronous session and evaluate the first session
(group and/or individual performance).

The format of this and future asynchronous sessions will follow something like:

• Decide on/assign team roles for each member of the group for this session.
• Set an agenda (with timelines) for the meeting.
• Read through the problem/case thoroughly (as individuals or as a group).
• Identify what you already know from your own lived experience, and what you don’t
understand.
• Identify the learning objectives for your group.
• Write the learning objectives in the form of a question.
• Decide how/where you will find the information you need to answer those questions? (i.e.
resources)
• Decide how your group will function to meet the learning objectives.
• Evaluate individual or group function (always set aside time at the end of each session for
constructive feedback).

Subsequent Asynchronous Sessions:

• Sessions will often begin with a short amount of time dedicated to “housekeeping”
tasks.
• Agree upon an agenda and allocate blocks of time for key issues to keep focused.
• Some groups will prefer to take a break in the middle, while other find it disrupts
continuity (decide whether the group wants to take a break at the outset.
• When the problem is concluded, Part B or the problem or a new problem is started.
• Leave time EACH session to:
o work out the next learning objectives
o evaluate the performance of both the group and individual members.

Where does the most learning occur:

Most of the learning will occur outside the asynchronous and synchronous sessions. New knowledge
that you acquire between sessions will help you to understand and resolve the problem you are working
on. The asynchronous sessions should not be a “show and tell of new knowledge” but rather a time to
consolidate new information by applying it to the problem you have been working to understand,
sharing new information appropriately as the session proceeds.
It is helpful if you take time to reflect on and critique the learning resources you used and to think about
the process by which you learn. If other members of your group found good resources, ask them to
share with you how they found them.

Key Behaviors that are Critical to PBL1:

Respect
• actively listens and indicates so with appropriate verbal and non-verbal behaviour
• allows others to express opinions and give information without "putting anyone down"
• differentiates value of information from value of person
• acknowledges contributions of colleagues
• does not interrupt inappropriately
• participates in discussion of differences in moral/ethical values and opinions
• apologizes when late, alerts colleagues and provides reason when unable to attend meetings

Communication
• speaks directly to group members using words they understand
• presents information and ideas clearly
• uses open-ended, and non-judgmental questions appropriately
• identifies and attempts to resolve misunderstanding between self and others or among other group
members
• able to express one’s own emotional state in appropriate situations
• non-verbal behaviour is consistent with tone and content of verbal communication
• recognizes and responds to others' non-verbal communication

Responsibility
• is punctual to virtual meetings, completes assigned tasks
• presents relevant information and identifies irrelevant or excessive information
• takes initiative or otherwise helps to maintain group dynamics and define group goals/learning
objectives
• advances discussion by responding to or expanding on relevant issues
• identifies own emotional or physical state when relevant to own functioning or group dynamics
• identifies lack of honesty in self or others that interferes with group dynamics or attainment of
group goals
• describes strengths and weaknesses of group members in a supportive manner
• gives prior notice of intended absence and negotiates alternatives if unable to complete assigned
tasks

Self-Awareness/Self-Evaluation
• acknowledges one’s own difficulty in understanding or lack of appropriate knowledge
• acknowledges one’s own discomfort in discussing or dealing with a particular issue
• identifies own strengths, weaknesses and how to improve (individual/group learning)
• responds to evaluative comments without becoming defensive or blaming others and develops
strategies for behavioural change
1
Modified from Professional Behaviours Working Group, Faculty of Health Sciences, McMaster University
Evaluation:

Evaluation is an ongoing activity (i.e. constructive feedback on how individuals and the group is doing)
and will be done for the asynchronous sessions (worth 20%):
• at the end of each session (individual or group)
• at the mid-point in the course (in writing)
• at the end of the course (in writing)
This will include both self-evaluation and evaluation of each of their peers (see Student and Peer
Asynchronous Sessions Evaluation Form DPT 0600 2022). If groups are functioning well, with
evaluations being done at the end of each asynchronous session, there should be no surprises at the
mid-term or final evaluation.

There will also be evaluation of individual contributions to the discussion board (part of the
asynchronous evaluation), and the group’s collaborative summaries (worth 5%) submitted at the
conclusion of each problem.

There will be 4 short, equally-weighted quizzes (worth 20%) as well as an infographic group assignment
(worth 20%) and peer evaluation of each individual’s contribution to the group assignment (worth 5%)
and a final examination (worth 30%).