Filosofi PBL

Diani Puspa Wijaya

BLOK 1.1 - 2018
Fakultas Kedokteran UII

1
Question :
How we learn best ?
Problem Based Learning
Learning result from the process of working
towards understanding or resolution of a
problem.
An instructional student-centered approach
which uses carefully constructed clinical
problems as a context for students to: define
their learning needs, conduct self-directed
enquiry, integrate theory and practice, and
apply knowledge and skills to develop a
solution to a defined problem.
The problem is encountered first in the learning
process and serves as a focus or stimulus for
the application of problem solving or reasoning
skills
(Barrows & Tamblyn, 1986)
 S P I C E S Strategy
Traditional
New curriculum
curriculum
Student centered Teacher centered

Problem based Information gathering

Integration Discipline based

Community oriented Hospital based

Elective Standard

Systematic Apprenticeship based

The rationale for PBL
 Its approach is based on principles of adult
education and self-directed learning.

SDL is a process, in which individuals take

the initiative, with or without the help of
others, in :
 Diagnosing their learning needs
 Formulating goals
 Identifying learning resources
 Choosing and implementing
appropriate learning strategies
 Evaluating learning outcomes
(Knowles, 1975)
 The rationale for PBL
 Active participation in learning is more
satisfying

 Active learning leads to enhance retention

and recall -- long-term retention of newly
acquired information
(Bransford, Brown, Cocking, 2000).

(Harsono, 2010)
 Elaboration promotes connectedness of
ideas and concepts

 Elaboration fosters cooperation rather than

competition among students
(Schmidt, 1983; Schmidt & Moust, 2000)

(Harsono, 2010)
 The exploration of prior knowledge
 The formulation of inquiries derived from
and defined by the learners’ need to know
 The active construction of meaning
through dialogue and reflection
(Schmidt, 1983; Regehr & Norman, 1996).

 Constructivism framework

(Harsono, 2010)
The main educational objectives of
PBL

 Use of problem to acquire a knowledge base

that is easy to retain
 Develompment of the clinical reasoning and
problem solving skills
 Development of SDL skills
Cont’d
 Development of professional attitude and
non cognitive skills
 communications
 computational, technological literacy
 informational abilities
 Provision of a student centered learning
approach
 Encouragement of independent critical
thinking skill
PBL tutorial
 A small group
 Characterised by student participant and
interaction
 Consist: 8-12 students
 Constructive
learning

Self directed
learning PBL Collaborative
learning

Contextual
learning
Constructive learning
 The learner actively construct knowledge
 Knowledge not absolute but constructed to
what is previously unknown
 Prior knowledge is important to structuring
new information – add new meaning to
something learned
 Prior knowledge is used to recall more
information and acquisition new knowledge
Collaborative learning
Students explain something to others –
construct new knowledge – collective
knowledge
Small group discussion promote peer
interaction – better communication, teamwork
Contextual learning
Uses cases / problems relevant to the practice
enhance the learners’ awareness
Self-Directed Learning
 Planning their learning goals/ objectives
 Monitoring the learning process
 Selecting appropriate strategies
 Evaluating the learning outcomes
PBL phase

Problem
SDL Reporting
analysing
Advantages and disadvantages of PBL
Advantages of PBL Disadvantages of PBL
 Student centred  Need good tutorial skills
 Generic  Human resources
competencies  Other resources
 Integration  Role models
 Motivation  Information overload
 “Deep” learning
How to success in PBL ? (Azer,2004)
 Keeping ground rules
 Knowing your roles
 Keeping group dynamics
 Becoming a purposeful learner
 Use tutors’ feedback