PROBLEM-BASED LEARNING

SURYANI AS’AD

Fakultas Kedokteran
Universitas Hasanuddin
 History of PBL
PBL traced back to Socrates ( 469 – 399 BC ) who
believed that “self-education or self-discovery was
the only true way to learn“
1965 : the Faculty of Health Sciences at the
McMaster University Medical School, Canada are
considered to be the founders of PBL.
In the 1980 the Maastricht Faculty of Medicine in
Netherland, became 2nd in the world to implement
PBL as educational strategy in medical education
 What is PBL?
• “PBL is any learning environment in which the problem
drives the learning. The problem is posed so that the
students discover that they need to learn some new
knowledge before they can solve the problem” (McMaster
Medical School)
• “PBL is an instructional strategy in which students
confront to ill-structured problems and strive to find
meaningful solution” (James Rhem)
• “PBL is student centered; faculty-facilitated” (mahasiswa
subyek, dosen fasilitator) [Diana Jones]
 EDUCATIONAL SYSTEM

TEACHING LEARNING
BASED BASED

Lecturer > active Student > active

LECTURE PROBLEM-BASED

Lecture is conducted in Learning is conducted in small

lecture format discussion group of student

-Cognitive development -Cognitive development

•Knowledge •Synthesis
•Comprehension •Evaluation
-Affective/ skill, difficult to measure -Affective/ skill, easy to measure
Disebut pintar kl pandai menghafal Kritis dan pandai menyelesaikan masalah
Tingkat Kemampuan Menalar

EVALUATION

SYNTHESIS

ANALYSIS

COMPREHENSION

KNOWLEDGE
NCBC FP seven areas of competence:
1.Effective Communication
2. Performance of basic clinical skills
3. Application of principles from the biomedical, clinical, and
behavioural sciences and epidemiology in the practice of
family medicine in the practice of family medicine
4. Management of health problems in the individual
family and community in a comprehensive, holistic,
continuous, coordinated and collaborative manner within
the PHC setting.
5. Assessing, critically appraising, and managing information
6. Self-awareness, self-care and personal development;
7. Professional, moral and ethical context of practice
 In Problem Based Learning

• LESS Classroom • Small group

• LESS lecture • discussion

•Tutors
lectures •Any faculty member

•Students themselves
Tutorless group
McMaster, even suggest  TUTORLESS
GROUP where :
• We provide the students with the training
we give to the tutor
• We empower the student groups to be
autonomous and accountable
• The tutor`s role only to monitor and let the
individuals and groups accountable for their
learning
 Thus PBL is
•A problem oriented
•Self directing learning
•In a small group scenario
•With facilitation,
rather than instruction
 Characteristic of PBL
• Learning is student centered
• Learning occurs in small student group(10 student )
• Teachers are facilitators guides or coach
• Problems form the focus to stimulate the students
• Problems are vehicle for the development of
clinical problem-solving skills
• New information is acquired through self-directed
learning
 Characteristic of PBL
The key emphasis of PBL is on the change of the role of
the STUDENT and TUTOR

STUDENT TUTOR

• Instead of passively • Instead of instructing the

receiving instruction
• They are actively
constructing their
knowledge and
understanding
• In a group, rather than
individually
students,
• distributing knowledge
and information.
• The tutor is only
facilitating the students
Learning Strategy: PBL
1. Tutorial (small group discussion)
- 10-15 students per group
- stimulated by a scenario
- facilitated by a tutor
- twice a week for each scenario with two
days of gathering information and private
study in between
- conducted through structured activity,
seven jumps
 PROSES TUTORIAL

KASUS DISKUSI KELOMPOK

TUTORIAL

Penjelasan kasus oleh “Apa yang telah kita ketahui mengenai kasus
koordinator tutorial tersebut”
Kasus tersebut mengarahkan ke “Apa yang masih kita harus ketahui
suatu proses pembelajaran
mengenai kasus tersebut”

PERTUKARAN BELAJAR
INFORMASI MANDIRI
Berbagai sumber pembelajaran
Integrasi ilmu pengetahuan dari
berbagai disiplin ilmu
TEHNIK PENYELESAIAN KASUS
SECARA SISTEMATIK

TUJUH LANGKAH
 1) Membuat
1) Membuat
7) Melaporkan
7) Melaporkandan
dan
katakunci
kunci 2) Membuat
2) Membuat
kata
mensintesis
mensintesis pertanyaan-
pertanyaan-
informasibaru
informasi baru
pertanyaan
pertanyaan
(identifikasimasalah)
(identifikasi masalah)

TUJUH
TUJUH
6) Mencari
6) Mencari 3) Menjawab
3) Menjawab
informasi
informasi LANGKAH
LANGKAH pertanyaan-
pertanyaan-
tambahan(belajar
tambahan (belajar pertanyaan
pertanyaan
mandiri)
mandiri) (analisa
(analisa
masalah/brainstorm)
masalah/brainstorm)
5) Menentukan
5) Menentukan
tujuan 4) Klasifikasikan
4) Klasifikasikan
tujuan
pembelajaran jawaban
jawaban
pembelajaran
(menyusunide-ide)
(menyusun ide-ide)
berikutnya
berikutnya
 Benefit of group learning

• Communication skills
• Team work
• Problem solving
• Independent responsibility for learning
• Sharing information
• Respect of others
• etc
 With all benefits  desirable
outcome
• Increased retention of information
• Development of Integrated knowledge based
(rather than discipline based)
• An encouragement towards lifelong learning
• A greater exposure to clinical experience at an
earlier stage
• An increased student-staff liaison ( working
together )
• An increase in overall motivation
 Process of PBL
• Students confront a problem
• On groups, student organize prior knowledge and
attempt to identify the nature of the problem
• Students pose questions about what they do not
understand
• Students design a plan to solve the problem and
identify the resources they need
• Students begin to gather information as they work
to solve the problem
 TRADITIONAL vs PBL
Traditional Problem Based
Learning Learning

• The student dependent upon the • The student is centered on the

teacher as expert need to find solution to problem
• This means that • This mean that

Teacher directed the Student is allowed to

thinking, held relevant investigate, discuss and
knowledge explore the problem

• Teacher evaluate the students • Where the teacher acting as

using a number of methods facilitator
 TEACHING BASED Vs PROBLEM BASED

Curriculum as prescription Curriculum as experience

• From the perspective of • From the perspective of
teacher / expert student / learner
• Linear and rational • Coherent and relevant
• From the parts to whole • From the whole to parts
• Teaching as transmitting • Teaching as facilitating
• Learning as receiving • Learning as constructing
• Structured environment • Flexible environment
 Some factors that may cripple
PBL
• Poor content of PBL.
• An amount of time required in planning and
structuring real life problem.
• The role of the student.
• The role of the teacher.
• Generating appropriate problems that
embodies both a general rule and more
specific objectives.
 Assessment within PBL (1)
1. Clearly define your goals and objectives
– Validity of assessment (what we wish to
measure are actually those tested)
– Reliability of assessment (same result if tested
on equivalent groups)
 Assessment within PBL (2)
2. Strategy : throughout the course different types of
assessment will be needed
– Summative assessment are those used to determine a
student overall grade ( skills, knowledge, behaviour )
– Normative assessment are those used to provide
feedback to both learner and tutor; they are primarily a
feedback device
– Continuous assessment integrates both normatif and
summative assessment
 Assessment within PBL (3)
3. Techniques
– Written : essays;reports;logs or journals; word
completion or short-answer test; MCQs
– Practical : simulations; demonstrations; and
presentations
– Hybrid : concept maps; storyboards; or
interrupted processes ( structured and timed
assessment that may include research, written,
and practical elements )
 Assessment within PBL (4)
4. Determine Criteria and Marking Systems
– Norm Referenced marking grade learners only
within the context of their own groups ( P A N )
– Criteria Referenced marking grade students
against clearly delineated and predeterminated
behaviours and learning goals ( P A P )
 KENDALA YANG DIHADAPI
• PIHAK DOSEN
– Persepsi belum sama dengan PBL
– PBL merupakan hal baru sehingga diperlukan perubahan “mind-
set”. It is a new paradigm.
– Perlu penyesuaian
• PIHAK MAHASISWA
– Mahasiswa terbiasa disuap ( dari kecil )
– Initiatif dan kreativitas banyak terbendung
– Perlu penyesuaian
– Jumlah mahasiswa yang banyak
• SARANA DAN PRASARANA
– Sarana dan prasarana ( soft and hardware ) belum memadai
(module, textbook, journal, PC-internet, e-mail)
2003 kurikulum berbasis sistem
(integreted system)

PBL

MODULE
SKILL LAB
LECTURE

let’s learning by DOING

 Characteristic of PBL
• In PBL, students are triggers from the problem case
In scenario to define their own learning objectives
• Students have to independent or self directed study
before returning to the group
• PBL is not about problem solving per se, but rather
it uses appropriate problem to increase
- knowledge and
- understanding