M.

Djauhari Widjajakusumah

Fakultas Kedokteran Universitas Islam Negeri Syarif Hidayatullah Jakarta

Life As a Medical Student (LAMS) Module – 5 September 2023
What isMedicine?
 Medicine:
Science, Art, and Humanity
Medicine is the most humane of sciences,
the most empiric of arts,
and the most scientific of humanities
Pellegrino, 1970a

Clouser, K.D. Humanities in Medical Education: Some Contribution.

The Journal of Medicine and Philosophy 15:289-301, 1990
 SCIENCE – EVIDENCE-BASED – CURIOSITY

Rembrandt 1632, The Anatomy Lesson by Dr Nicolaes Tulp

 EMPIRIC ART

Anatomy of the heart (1890) by Enrique Simonet

 Hippocrtes: HUMANITY
care, deep empathy, and keenness
Humanity and Art: care, deep empathy, and keenness,
and Experience

The Doctor by Sir Luke Flides (1891)

What is Problem-Based Learning?

David Newble, Robert Cannon:

A Handbook for Medical Teachers 4e 2002
Seorang atlit Indonesia, perempuan usia 23 tahun pelari jarak
jauh tingkat nasional, pemegang medali emas ASEAN Games,
dan selalu ikut dalam berbagai event lomba atletik nasional dan
internasional, mengalami amenorhoe sekunder dalam satu
tahun terakhir ini.
Atlit wanita ini menjalani latihan di Pelatnas dengan intensitas
yang berangsur berat dan sangat teratur sejak usia 15 tahun.
Menarche pada usia 12 tahun.
Pada pemeriksaan foto tulang seminggu yang lalu, tampak
gambaran osteoporotik di beberapa bagian tulangnnya.
Subject-based Learning (SBL)
vs
Problem-based Learning (PBL)
 Subject-based Learning (SBL) vs Problem-based Learning (PBL)

Subject-based learning Start with exposition of disciplinary knowledge

Told what Given problem to illustrate

Kuliah Learn it
we need how to use it
?
?
Problem-based learning Starts with problem

Problem posed Identify what we need to

DK-1
How much of know
the problem
now can be Mandiri
explained?
Apply it Learn it
DK-2
 Problem-based Learning (PBL)

Problem-based learning Starts with problem

Identify what we need to

Problem posed
DK-1 know
How much of
the problem Mandiri
now can be
explained?
Apply it Learn it
DK-2
 What is Problem-Based Learning?

Starts with problem rather than with exposition of

disciplinary knowledge

D.Boud, G. Feletti 1987

 What is Problem-Based Learning?
What is Problem-Based Learning?

 The learning that results from the process of working towards

the understanding of a problem

 The problem is encountered first in the learning process and

serves as a focus or stimulus

Barrows & Tamblyn 1980

 What is Problem-Based Learning?

o Uses problems for the purpose of learning

o Problem is presented before any knowledge is given

o Problem presented should ask for comprehension, application, analysis
and synthesis
o Students select the knowledge needed, learn it, and relate it to the
problem
o Acquired knowledge triggered by the problem is applied back into the
problem
o Students evaluate themselves

o Problem-based learning and problem solving is not the same

o D. Woods 1985
 Problem-based Learning vs Problem Solving

PROBLEM
How much of the
problem can now be
explained?
QUESTIONS DK-1 Learning issues
Understanding
the problem

Apply it back to
LEARNING Mandiri
the problem

DK-3
DK-2

UNDERSTANDING SOLVING GENERALISING

Sharing and Given similar
pooling problem
 Problem-based Clinical
Learning vs PROBLEM
Problem Solving
Relevant, contextual
learning Apply it back
to the problem QUESTIONS DK-1 Learning issues

How much of the

pathophysiology and the
pathogenesis of the LEARNING Mandiri
clinical problem can now
be explained?

DK-3
DK-2

UNDERSTANDING SOLVING GENERALISING

Biomedical basis of the Given similar clinical
pathophysiology and the pathogenesis problem
of the clinical problem
 Problem Solving Real Clinical Patient
In Clinical Years PROBLEM

QUESTIONS

LEARNING
Biomedical and /or
Clinical Sciences

SOLVING
Patient problem
 Problem-based Learning Steps

1. Clarification and definition of the problem

2. Analysis of the problem
3. Development of hypothesis (ses) / plausible explanation
4. Identification and characterization of knowledge needed → Learning
Issues
5. Identification of what is already known
6. Identification of appropriate learning resources
Steps Activity: Group Discussion
1 - 6:
Role of the teacher : Facilitator
7. Collection of new information / knowledge

Step 7: Activity : Individual activity

Role of the teacher : Resource Person
 Problem-based Learning Steps

8. Synthesis of old and new information, and understanding of it by

application to the problem (how much of the problem now can be
explained?)
9. Repetition of all or some of the previous steps as necessary
10. Identification of what was not learned
11. Summary of what was learned
12. Testing the understanding of knowledge by its application to another
problem

Steps 8-12: Activity : Group discussion

Role of the teacher : Facilitator

L.A. Branda
Changes in Education for National Health Manpower for the Twenty-first Century, 1986
 Problem-based Learning Steps
1. Definition of the problem
Students identify the broad nature of the problem by applying their
existing knowledge and experience

Charles E. Engel: Not Just a Method But a Way of Learning, in The Challenge of PBL

2. Analysis of the problem

Students identify the factors or aspects involved in the problem as
the underlying causes and / or the underlying mechanisms.
Students are practicing logical, analytical, scientific approach to
unfamiliar situations
Charles E. Engel: Not Just a Method But a Way of Learning, in The Challenge of PBL

Membuat penjelasan sistematis dalam bentuk skema mengenai

penyebab masalah pasien sampai timbul tanda gejala
(patogenesis/patofisiologi) menggunakan ilmu kedokteran dasar dan
data epidemiologi.
 Problem-based Learning Steps
3. Development of hypothesis(ses)/plausible explanation
Hypothesis means a supposition made either as a basis for reasoning,
without assumption of its truth, or as a starting point for investigation.

David, Patel, Burdett, Rangachari 1999: Problem-based Learning in Medicine

4. Identification and characterization of knowledge needed (learning

issues)
Students identify what they do not yet understand or know by posing
questions on aspects that they do not understand or need to know
more about

Charles E. Engel: Not Just a Method But a Way of Learning, in The Challenge of PBL
 Problem-based Learning Steps

Identification and characterization of knowledge needed

Merumuskan topik yang harus dipelajari agar dapat menjelaskan

kasus secara benar dan logis

➢ Basic knowledge (terkait kasus, misal anatomi, PA)

➢ Clinical Science (penyakit tertentu, dimulai dari definisi,

etiologi, epidemiologi, tanda gejala, patofisiologi, DD,
diagnosis, tatalaksana, komplikasi, & prognosis).
 The Essence of Problem-based Learnng

1. Small group discussion on trigger material, to decide what they need to

study
2. Self-study, the process of acquiring knowledge
3. Small group discussion to share, compare and relate what they have
found in their period of self-study, and see if they covered enough
The Essence of Problem-based Learning
ground
4. Development of a number of skills and attitudes relevant to the
practice of medicine:
➢ Generic skills
➢ Communication skill
➢ Working in teams
➢ Initiative
➢ Sharing information
➢ Having regards for others

David; Patel; Burdett; Rangachari, 1999: Problem-based Learning in

Medicine. Royal Society of Medicine, UK
Seorang atlit Indonesia, wanita usia 23 tahun pelari jarak jauh
tingkat nasional, pemegang medali emas ASEAN Games, dan
selalu ikut dalam berbagai event lomba atletik nasional dan
internasional, mengalami amenorhoe sekunder dalam satu
tahun terakhir ini.

Atlit wanita ini menjalani latihan di Pelatnas dengan intensitas

yang berangsur berat dan sangat teratur sejak usia 15 tahun.
Menarche pada usia 12 tahun.
Pada pemeriksaan foto tulang seminggu yang lalu, tampak
gambaran osteoporotik di beberapa bagian tulangnnya.
 Problem-based Learning Steps

1. Unfamiliar terminology (ies)

2. Problem (s) identified

3. Problem definition (rumusan masalah)

4. Problem analysis

5. Hypothesis

6. Learning issues - Identification and characterization of knowledge needed

 1. Problem-based Learning Steps

Seorang atlit Indonesia, wanita 1. Unfamiliar terminology (ies)

usia 23 tahun pelari jarak jauh
tingkat nasional, pemegang 2. Problem (s) identified
medali emas ASEAN Games,
dan selalu ikut dalam berbagai 3. Problem definition (rumusan masalah)
event lomba atletik nasional dan
internasional, mengalami 4. Problem analysis
amenorhoe sekunder dalam satu
tahun terakhir ini. 5. Hypothesis
Atlit wanita ini menjalani 6. Learning issues - Identification and
latihan di Pelatnas dengan characterization of knowledge needed
intensitas yang berangsur berat
dan sangat teratur sejak usia 15
tahun. Menarche pada usia 12
tahun.
Pada pemeriksaan foto tulang
seminggu yang lalu, tampak
gambaran osteoporotik di
beberapa bagian tulangnnya.
 Problem-based Learning Steps

Seorang atlit Indonesia, wanita 1. Unfamiliar terminology (ies): amenorhoe

usia 23 tahun pelari jarak jauh sekunder, menarche, osteoporosis
tingkat nasional, pemegang 2. Problem (s) identified
medali emas ASEAN Games,
dan selalu ikut dalam berbagai 3. Problem definition (rumusan masalah)
event lomba atletik nasional dan
internasional, mengalami 4. Problem analysis
amenorhoe sekunder dalam satu
tahun terakhir ini. 5. Hypothesis
Atlit wanita ini menjalani 6. Learning issues - Identification and
latihan di Pelatnas dengan characterization of knowledge needed
intensitas yang berangsur berat
dan sangat teratur sejak usia 15
tahun. Menarche pada usia 12
tahun.
Pada pemeriksaan foto tulang
seminggu yang lalu, tampak
gambaran osteoporotik di
beberapa bagian tulangnnya.
 Problem-based Learning Steps

Seorang atlit Indonesia, wanita 1. Unfamiliar terminology (ies): amenorhoe

usia 23 tahun pelari jarak jauh sekunde, menarche, osteoporosis
tingkat nasional, pemegang 2. Problem (s) identified: mengalami amenorhoe
medali emas ASEAN Games, sekunder dlm1th terakhir, tampak gambaran
dan selalu ikut dalam berbagai osteoporosis di beberapa bagian tulangnya
event lomba atletik nasional dan 3. Problem definition: (rumusan masalah):
internasional, mengalami
amenorhoe sekunder dalam satu 4. Problem analysis
tahun terakhir ini.
5. Hypothesis
Atlit wanita ini menjalani
latihan di Pelatnas dengan 6. Learning issues - Identification and
intensitas yang berangsur berat characterization of knowledge needed
dan sangat teratur sejak usia 15
tahun. Menarche pada usia 12
tahun.
Pada pemeriksaan foto tulang
seminggu yang lalu, tampak
gambaran osteoporotik di
beberapa bagian tulangnnya.
 Problem-based Learning Steps
Seorang atlit Indonesia, wanita
usia 23 tahun pelari jarak jauh
tingkat nasional, pemegang
medali emas ASEAN Games,
dan selalu ikut dalam berbagai
event lomba atletik nasional dan
internasional, mengalami
amenorhoe sekunder dalam satu
tahun terakhir ini.
Atlit wanita ini menjalani
latihan di Pelatnas dengan
intensitas yang berangsur berat
dan sangat teratur sejak usia 15
tahun. Menarche pada usia 12
tahun.
Pada pemeriksaan foto tulang
seminggu yang lalu, tampak
gambaran osteoporotik di
beberapa bagian tulangnnya.
1. Unfamiliar terminology (ies): amenorhoe
sekunde, menarche, osteoporosis
2. Problem (s) identified: mengalami amenorhoe
sekunder dlm 1 th terakhir,. Tampak
gambaran osteoporosis di beberapa bagian
tulangnya
3. Problem definition: (rumusan masalah):
Mengapa wanita 23 th atlit pelari jarak jauh
mengalami amenorhoe sekunder dan
osteoporosis?
4. Problem analysis
5. Hypothesis
6. Learning issues - Identification and
characterization of knowledge needed
 Problem-based Learning Steps
Seorang atlit Indonesia, wanita
usia 23 tahun pelari jarak jauh
tingkat nasional, pemegang
medali emas ASEAN Games,
dan selalu ikut dalam berbagai
event lomba atletik nasional dan
internasional, mengalami
amenorhoe sekunder dalam satu
tahun terakhir ini.
Atlit wanita ini menjalani
latihan di Pelatnas dengan
intensitas yang berangsur berat
dan sangat teratur sejak usia 15
tahun. Menarche pada usia 12
tahun.
Pada pemeriksaan foto tulang
seminggu yang lalu, tampak
gambaran osteoporotik di
beberapa bagian tulangnnya.
1. Unfamiliar terminology (ies): amenorhoe
sekunde, menarche, osteoporosis
2. Problem (s) identified: mengalami amenorhoe
sekunder dlm 1 th terakhir,. Tampak
gambaran osteoporosis di beberapa bagian
tulangnya
3. Problem definition: (rumusan masalah):
Mengapa wanita 23 th atlit pelari jarak jauh
mengalami amenorhoe sekunder dan
osteoporosis?
4. Problem analysis
Wanita 23 th menjalani latihan fisik berat
Gangguan fungsi reproduksi
Menstruasi berhenti (amenorhoe sekunder)
Gangguan struktur tulang (osteoporosis)
5. Hypothesis
6. Learning issues - Identification and
characterization of knowledge needed
 Problem-based Learning Steps

Seorang atlit Indonesia, wanita 1. Unfamiliar terminology (ies): amenorhoe sekunde,

usia 23 tahun pelari jarak jauh
tingkat nasional, pemegang
medali emas ASEAN Games,
dan selalu ikut dalam berbagai
event lomba atletik nasional dan 3.
internasional, mengalami
amenorhoe sekunder dalam satu
tahun terakhir ini.
Atlit wanita ini menjalani
latihan di Pelatnas dengan
intensitas yang berangsur berat
dan sangat teratur sejak usia 15
tahun. Menarche pada usia 12
tahun.
Pada pemeriksaan foto tulang
seminggu yang lalu, tampak
gambaran osteoporotik di
beberapa bagian tulangnnya.
menarche, osteoporosis
2. Problem (s) identified: mengalami amenorhoe
sekunder dlm 1 th terakhir,. Tampak gambaran
osteoporosis di beberapa bagian tulangnya
Problem definition: (rumusan masalah): Mengapa
wanita 23 th atlit pelari jarak jauh mengalami
amenorhoe sekunder dan osteoporosis?
4. Problem analysis
Wanita 23 th menjalani latihan fisik berat
Gangguan fungsi reproduksi
Menstruasi berhenti (amenorhoe sekunder)
Gangguan struktur tulang (osteoporosis)
5. Hypothesis: Wanita atlit 23 th mengalami
amenorrhoe karena latihan fisik berat mengganggu
fungsi reproduksi yang menyebabkan terjadinya
osteoporosis
6. Learning issues -
 Problem-based Learning Steps
Problem analysis
Wanita 23 th menjalani latihan fisik
berat
Gangguan fungsi reproduksi
Menstruasi berhenti (amenorhoe
sekunder)
Gangguan struktur tulang
(osteoporosis)
Learning issues
1.Mengapa latihan fisik berat pada wanita
mengganganggu fungsi reproduksi berupa
amenorhoe sekunder?
a. Anatomi fungsi sistem reproduksi wanita
b. Siklus menstruasi dan pengendalian
hormonalnya
c. Perubahan hormonal pada kegiatan fisik dan
pengaruhnya pada siklus menstruasi
2. Apa perubahan hormonal yang terjadi pada
wanita yang mengalami amenorhoe sekunder dan
bagaimana mekanismenya?
3. Apa pengaruh perubahan hormonal wanita yang
mengalami amenorhoe sekunder pada tulang?
a. Struktur tulang, matriks dan fungsi sel-sel
tulang
b. Pengendalian hormonal pada kepadatan
matriks tulang
c. Pengaruh estrogen terhadap kepadatan
matriks tulang
Problem-based Learning Objectives
 Problem-based Learning Objectives
1. Acquisition of an integrated body of knowledge base (basic medical
sciences) that is contextual, related to problems (clinical problems)
and organized for its application

2. Development of scientific or analytical reasoning skills

3. Development of self-directed learning skills.

4. Encouragement of independent and critical thinking.

5. Encouragement of integration of information.

6. Providing the students with a motivating, exciting, relevant learning

method that allows for individualized learning
7. Development of problem-solving skills
Barrows & Tamblyn, 1980
Barrows How to Design a Problem-Based Curriculum for the Pre clinical Years, 1985
 Acquisition of an integrated body of
knowledge base (basic medical
sciences) that is contextual, related
to problems (clinical problems) and Clinical
organized for its application PROBLEM

Relevant, contextual
learning Apply it back
to the problem QUESTIONS DK-1 Learning issues

How much of the

pathophysiology and
the pathogenesis of the LEARNING Mandiri
clinical problem can
now be explained?

DK-2

UNDERSTANDING
SOLVING
Biomedical basis of the
pathophysiology and the pathogenesis
of the clinical problem
 Generic Skills, Attributes, Values of Higher Education
Graduates
▪ Skills Development of scientific or analytical reasoning
skills
 Critical thinking
Development of self-directed learning skills.
 Intellectual curiosity
 Problem solving Encouragement of independent and critical thinking.

 Logical and independent thought Encouragement of integration of information.

 Effective communication Development of problem-solving skills
 Identifying, accessing and managing information
▪ Personal attributes
 Intellectual rigour Providing the students with a motivating, exciting,
 Creativity and imagination relevant learning method that allows for individualized
learning
▪ Values
 Ethical practice
 Integrity
 Tolerance
Higher Education – Achieving Quality, Higher Education Council
Australian Government Publishing Service , 1992
 Problem-based Learning:
Integration of the Basic Medical(Biomedical)
Sciences and the Clinical Practice
 CLINICAL PRACTICE Patient’s clinical condition

Clinical signs & symptoms

History & prognosis of the disease

Histopathological changes Abnormal function

(Pathology Anatomy, Clinical (Pathophysiology)
Pathogenesis Pathogenesis
Pathology)

Feedback mechanism
failure

Normal Structure
Trauma, (Anatomy, Histology) Normal Function Trauma,
stimuli stimuli
Mechanical Feedback mechanism
Trauma,

Hyperplasia
Malignant Biology
Short Term Adaptation
Benign PHYSIOLOGY,
Long Term Adaptation
Biochemistry,
Congenital Nutrition
Infection Homeostasis
Microorganism
Parasite
 CLINICAL
ANAMNESIS PRACTICE PHYSICAL EXAMINATION

Clinical ssymptoms , & present –past Clinical signs

history of illness

Abnormal function Clinical signs & symptoms – Abnormal function

(Pathophysiology) Present, past history (Pathophysiology)

MEDICAL TESTS Histopathological

Feedback mechanism changes
failure Trauma,
stimuli
Diagnosis –
Differential Diagnosis Normal Structure
Normal Trauma,
Function stimuli PROGNOSIS
PHYSIOLOGY
TREATMENT
PREVENTION

Follow up
Complication
 TREATMENT

Education Medical Surgical

Internal Surgery
Medicine Pharmacologic Non-
Pharmacologic
Obstetric

Pediatric ENT
Dietetic Radiotherapy Sport
Medicine (THT)
Neurology
Ophtal
Rehabilitasi mology
Psychiatry medik

Skin and Venereal

Diseaase
What is Learning?

David Newble, Robert Cannon:

A Handbook for Medical Teachers 4e 2002
Learning
a process resulting in some
modification, relatively
permanent, of the way of

thinking,
feeling, doing,
of the learner.

J.-J. Guilbert: Educational Handbook for Health Personnel 6th ed 1998, WHO.
 Learning is an active process, involving
exploration, rather than the passive receipt of
information ‘downloaded’ by teachers.

Henk G. Schmidt:Problem-based Learning: Rationale and Description.

J Med Educ 1983
 The Characteristics of Learning

Learning is
o producing behavioural change in the learner
o leading to a relatively permanent change that is gradual,
adaptable and selective
o cooperative and collaborative
o resulting from practice, repetitions and experience
o not directly observable

J.-J. Guilbert: Educational Handbook for Health Personnel 6th ed 1998, WHO.
 Principles of Learning

o learning is individual
o motivation is the key
o relevance of learning experience should be clear to the
students
o feedback to learner is important
o learning is both an emotional and an intellectual
process

J.-J. Guilbert: Educational Handbook for Health Personnel 6th ed

1998, WHO.
 Conditions that Facilitate Learning
An atmosphere which

✓ encourages people to be active

✓ emphasizes the personal nature of learning
✓ accepts that difference is desirable
✓ recognizes people’s right to make mistakes
✓ tolerates imperfection
✓ encourages openness of mind and trust in self
✓ makes people feel respected and accepted
✓ facilitates discovery
✓ puts emphasis on self-evaluation in cooperation
✓ permits confrontation of ideas

✓ J.-J. Guilbert: Educational Handbook for Health Personnel 6th ed 1998, WHO
 Conditions that Facilitate Learning

 Activation of prior knowledge

Learning is restructuring of the prior knowledge and the new
knowledge
 Encoding specificity (Tulving & Thomson)
The closer the resemblance between the situation learned and
the situation in which it is applied, the better the performance
(relevance, contextual)

 Elaboration of knowledge
Information is better understood, processed and retrieved if
students have an opportunity to elaborate the information

Henk G. Schmidt:Problem-based Learning: Rationale and Description.

J Med Educ 1983
What is Teaching?

David Newble, Robert Cannon:

A Handbook for Medical Teachers 4e 2002
Teaching

Teaching is interactions between teacher and students

under the teacher’s responsibility in order to bring about
expected changes in the student’s behaviour.

J.-J. Guilbert: Educational Handbook for Health Personnel 6th ed 1998,

WHO.

.... students are expected to take more responsibility

for their own learning
Rowntree, 1990
 Purposes of Teaching
To help the student to:

o acquire, retain and be able to use knowledge

o understand, analyze, synthesize and evaluate

o achieve skills

o establish habits

o develop attitude

J.-J. Guilbert:
Educational Handbook for David Newble, Robert Cannon:
Health Personnel 6e 1998, WHO. A Handbook for Medical Teachers 4e 2002
 Purposes of Teaching
To help the student to learn:

o acquire, retain and be able to use knowledge

o understand, analyze, synthesize and evaluate

o achieve skills

o establish habits

o develop attitude

J.-J. Guilbert:
Educational Handbook for
Health Personnel 6e 1998, WHO. David Newble, Robert Cannon:
A Handbook for Medical Teachers 4e 2002
 Teaching Approaches
 Talk to students (one-way lecture, classroom lecture)

 Talk with students (interactive lecture, small group lecture)

 Have them talk together (group dicussion session, laboratory

practicum session)
 Show students how (group dicussion session, laboratory practicum
session, clinical case discussion with clinical preceptors, bedside
teaching)
 Supervise them (laboratory practicum session, clinical case discussion
with clinical preceptors, bedside teaching)
 Provide opportunities for practice (laboratory practicum session,
clinical case discussion with clinical preceptors, bedside teaching)

J.-J. Guilbert: Educational Handbook for Health Personnel 6th ed 1998, WHO.
Teaching - Learning
 Teaching - Learning TEACHING

Interactions between teacher and students under the

teacher’s responsibility in order to bring about
expected changes in the student’s behaviour

Lecturing Facilitating Tutoring Supervising

Helping students to
learn

STUDENTS’
LEARNING Clinical Practice

Acquisition of Development Development and Development and Development of

integrated, and achieving of refinement achieving of attitudes
contextual body of cognitive skills generic skills, psychomotoric
knowlwde personal skills PBL
attributes and
PBL values
Lecturing PBL Prak Lab Prak KKD Prak KKD
Facilitator in Problem-based Learning
R.M. Harden & Joy Crosby: AMEE Guide No 20: The good teacher is more than a lecturer - the
twelve roles of the teacher; in Medical Teacher, Vol. 22, No. 4, 2000
R.M. Harden & Joy Crosby: AMEE Guide No 20: The good teacher is more than a lecturer - the
twelve roles of the teacher; in Medical Teacher, Vol. 22, No. 4, 2000
Facilitator’s Duties
 Facilitator’s Duties
• Organize the group and established comfortable atmosphere at the initial
meeting

• Assure the group have someone volunteer to be a reader and a recorder

• Distribute case materials at the appropriate time

• Assure that group session ends with self evaluation

• Keep the group focused on their goals

• Monitor the discussion and keep records

• Stimulate the group with selected open questions

• Evaluate student performance and participation

• Evaluate the Problem-based Learning Modules

 Facilitator’s Roles and Responsibilities

❖ Guides the students in the PBL process → try to learn more about the
process and how to improve his facilitating skills.

❖ Balances between intervening too much, and the necessity to

comment or ask probing questions; especially if he is a content
expert, and thus may undermine the students’ self-confidence.

❖ Encourages analysis, synthesis and evaluation of data.

❖ Encourages questioning and keeps the discussion focused on the

problem.

❖ Help in group asessment

Zubair Amin, Khoo Hoon Eng 2003: Basics in Medical Education

 Facilitator’s Responsibilities

1. Encouragement and guidance

2. Real support for the course
3. Resist the urge to teach
4. Allow students to make mistakes and learn

David; Patel; Burdett; Rangachari, 1999: Problem-based Learning in Medicine.

Royal Society of Medicine, UK
Thank You