FASCILITATING PBL

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OBJECTIVES
At the end of this lesson students will be able to:
 Define PBL
 State origins of PBL
 Determine learning principles
 Explain PBL philosophy
 State goals of PBL
 Mention characteristics of PBL
 Clarify elements of PBL
 State steps of PBL
 Mention approaches to PBL
 Differentiate between tutor versus teacher
 Determine advantages and disadvantages of PBL

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 INTRODUCTION
Barrows and Tamblyn (1980)
 Problem based learning is the basic human learning

process that allowed primitive man to survive in his

environment.
D.L Bound (1985)
 Problem based learning is student centered learning

strategy in which students collaboratively solve the

problems and this reflects on their experience. In
PBL, The starting point is a problem, a query, or a
puzzle that the learner wishes to solve.

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John Dewey (1916)
 It is a careful inspection of methods, which are

permanently successful in formal education.

Barrows (1980)
 Problem based learning can be explained as “The

learning that results from the process of working

toward the understanding and resolution of a
problem.”

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Vernan & Blake (1993)
 Defined Problem based learning as a teaching

learning method that include:

 The study of clinical cases
 Small discussion group
 Collaborative independent study
 Hypothetical deductive reasoning

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Cont.
 Problem-based learning (PBL) is an instructional
approach that enables learners to conduct research,
integrate theory and practice, and apply knowledge
and skills in order to develop a solution to a defined
problem.

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Cont.
 Problem-based learning (PBL) is a fast growing field,
because it focuses on the application of knowledge
to authentic situations.
 For that, students need to learn how to cope with

problems, analyze them, identify what needs to be

learned to solve them, plan and manage their
learning process, and collaborate in teams.

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 ORIGINS OF PBL

 In discussing the origins of PBL, Boud and Feletti

(1997) stated:
 PBL as it is generally known today evolved from

innovative health sciences curricula introduced in

North America over 30 years ago.

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Cont.
 1960- John dewey’s progressive movement belief that
teachers should teach by appealing to students natural
instincts to investigate and create.
 1980- Howard Burrows, a physician and medical educator,
started using this approach to help medical students better
diagnose new illnesses.
 1985- High schools and colleges starts using this approach.
 1990-1991, Schools began developing PBL movements to
improve student performance in science and other
discipline.

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Cont.
 Medical education, with its intensive pattern of basic
science lectures followed by an equally exhaustive
clinical teaching program, was rapidly becoming an
ineffective and in human way to prepare students,
given the explosion in medical information and new
technology and the rapidly changing demands of
future practice.

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Cont.
 Medical faculty at McMaster University in Canada
introduced the tutorial process, not only as a
specific instructional method (Barrows &
Tamblyn, 1980) but also as central to their
philosophy for structuring an entire curriculum
promoting student-centered, multidisciplinary
education, and lifelong learning in professional
practice.

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 PBL Learning Principles
 Has 3 dimensions:
1. Cognitive dimension:
Problem based
Contextualized
Action oriented
Experience based
(Project organized)

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Cont.
2. Content dimension
Interdisciplinary
Exemplary
Theory – practice relation
Critical

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Cont.
3. Collaborative dimension:
Participant directed
Team organized
Dialogic
Democratic

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  PBL Philosophy
 Based on a constructivist perception of learning and
teaching:
 Learning is the student’s individual process of

constructing knowledge and meaning in

collaboration with peers
 Teaching is the ”setting up of a situation from

which a motivated learner cannot escape without

having learned” (Cowan)
 In other words, PBL is Student-Centered Learning not

teacher-centered teaching.

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 Goals of problem based learning
 Constructan extensive & flexible knowledge base.
 Foster increased retention of knowledge.
 Develop effective problem – solving skills.
 Develop self-direction, lifelong learning skills.
 Become effective collaborators.
 Strengthen student’s intrinsic motivation to learn.

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Cont.
 Develop an ability to identify relevant health
problems.
 Acquire the knowledge base necessary to define the

health problem of the pts.

 Reinforce the development of effective clinical

reasoning process.
 Recognize, develop & maintain the personal

characteristics and attitude.

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 Characteristics of PBL
 Students must have the responsibility for their own
learning.
 The problem simulations used in problem-based

learning must be ill-structured and allow for free

inquiry
 Learning should be integrated from a wide range of

disciplines or subjects
 Collaboration is essential

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 Critical Elements of PBL
1. Design a task and learning environment to reflect
the level of complexity students should be able to
function in at the end of learning.
2. Help students develop problem recognition skills:
PBL narratives present students with specific
information, a scenario, or a fact pattern. The
students’ task is to recognize and identify problems
that each example represents.

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Cont.
3. Design an authentic task: An authentic task has the
potential to foster meaningful, intellectual
accomplishment and learning since authentic
learning activities are directly related to students'
real-life experiences.

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Cont.
4. Authentic questions and tasks:  
should have real-world relevance.  
are ill-defined and require the student to identify
necessary tasks and subtasks needed to complete
the activity.
could be investigated over a sustained period of
time
provide the opportunity for students to examine
different perspectives and use a variety of
resources.

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Cont.
should provide the opportunity to collaborate.  
 should provide the opportunity to reflect.  
 can be integrated and applied across different
subject areas and reach beyond domain-specific
outcomes.  
should allow competing solutions and diverse
outcomes.

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Cont.
5.Provide opportunity for support and reflection on
the content and process: Allow students to reflect
on their past experiences, new knowledge, and the
solutions. This is a critical component of learning and
determining what the next step is in implementing
the new knowledge.

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PBL cycle

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 Steps to Designing PBL Activities
1. Clarify
 The students read through the problem then identify

and clarify any words or concepts that they do not

understand.
2. Define
 The students work together to define what they think

the problem is.

3. Analyze
 The students discuss the problem. At this stage there

is no sifting of ideas.

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Cont.
4. Review
 students now try to arrange their ideas and

explanations into tentative solutions.

5. Identify learning objectives
 The group reaches a consensus on learning objectives

6. Self study
 students individually gather information towards the

learning objectives and prepare to share their

findings with the rest of the group.

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Cont.
7. Report
 The students work together in their groups and share

their results. The facilitator checks that the learning

objectives have been met.

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  Facilitation in PBL
 It is a change of role:
From course lecturer to project facilitator
From controlling teacher to enabling facilitator
A change of mind-set –maybe a change of
personality

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  What makes a good facilitator?
 Facilitator and students are interested in the project
 Students are facilitated "where they are”
 Both parties know what their roles are
 The facilitator shows empathy but does not act as a

therapist
 Both parties are flexible in the perception of

academic work

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Cont.
 The facilitator is concerned about all aspects of the
project: content, methods, theories, structure,
documentation and collaboration
 The facilitator is aware of academic quality and

communicate the criteria to the group

 The facilitator prevents that the group is ‘barking up

the wrong tree’.

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  What should be avoided?
 Repeat from books what the students can read for
themselves
 Comment on early drafts as if they were chapters in a

report
 Suggest radical changes just before delivery
 Go into details with formulations in early drafts
 Act as a proof-reader

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 Require an list of contents before students have
an overview of the project
 Take over the group's decisions
 Restrict the focus to your own area of expertise
 Expect that everything that is said is understood

and realized
 Base the judgment of students' knowledge on

generalizations

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 Levels of involvement
1. The group member
2. The attentive visitor
3. The consultant

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 1.The group member
 Tends to be more product oriented and less process
oriented
 Gives discipline oriented facilitation with focus on

product
 Tends to take over responsibility for the project work
 Is very active in choice of theories and methods
 Gives answers instead of asking questions

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 2. The attentive visitor
 Gives both discipline and problem oriented
facilitation with focus on process
 Asks facilitating questions to students’ work
 Stands at the side line, ready to step in or to

withdraw depending upon the situation

 Points out directions to solutions rather than

answers
 Lets the students own the project

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  3.The consultant 
  Is only activated on request
 Only answers the questions asked by the group
 Leaves all decisions in connection with planning and

control to the group

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 Approaches to facilitation
A. Product facilitation
B. Process facilitation
C. Laissez-faire facilitation
D. Control facilitation

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 A. Product facilitation 
 Make an index to the report as soon as possible
 Traditional master-apprentice relationship
 Focus on the solution
 Focus on documentation
 Provide tips-offs and answers
 Feels ownership towards the project
 Risk: Students do not learn to work

independently.

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Cont.

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 B. Process facilitation
 Leaves the ownership of the project to the students
 Facilitates the students’ learning processes
 More questions than answers
 Values reflections on process,

theories and methods higher than a

flawless product.
 Risk: Students fear that lack of

product orientation results in an

unsatisfactory product.

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C. Laissez-faire facilitation
 Well everything seem to be working fine – so I might
as well stay at home.
 Facilitates group members’ interest
 Praises and encourages the group to be independent

and take responsibility for the project

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Cont.
 Interferes only on request
 Risk: Students feel a lack of engagement; facilitator uses this
strategy to minimize time spent on facilitation.

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D. Control facilitation
 Facilitation is like being in an exam
 The focus is on the forthcoming exam
 The focus is on the individual knowledge

obtained during the project.

 Risk: Students keep facilitation at a

minimum because it is scary

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 Student’s role 
 Students have to assume a high degree of
responsibility for their our education through
effective self learning working with others and
setting relevant goals for themselves & the group as
a whole.
 Students be able to present demonstrations of their

learning achievements.

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 Group members role
 Active participation
 Active listening
 Asking questions
 Answering
 Giving information
 Make decisions

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 Common difficulties in PBL in group
 Unprepared for the tutorial.
 Not given enough time by other members.
 The dominating group members.
 The group that keeps storming.

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 Tutor’s/facilitator’s role 
 Tutor play a crucial role in helping the group to
establish itself, setting norms for the group function,
ensuring group trust, attending to the group
dynamics & unique characteristics of the group.

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Cont.
 Encourages problem solving
  Facilitating learning
 Promotes critical thinking
 Stimulates self directed learning
 Enhancing group interaction
 Guiding in use of resources
 Assessing the group progress

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 Tutors versus Teachers
 A tutor differs from a teacher as regards:
1. Giving the learning process due priority rather than
to the learning content
2. Performing coaching and collaboration rather than
dominance & retraction.
3. Paying due care to group dynamics
4. Being interested in promoting student development
& progress

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 Tutor Skills practiced in PBL
 Communication skills
 Leadership skills
 Conflict managing skill
 Decision making skill
 Time management skill
 Organizational skills

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 The Effective Tutor
 An effective tutor should be:
Pleasant Skillful
Facilitator of learning
Convinced of PBL
Available as learning resource
Credible evaluator

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 Advantages of PBL
 PBL Method is active and cooperative learning, the
ability to think critically and clinical reasoning
 It stimulates the students to use skills of inquiry and

critical thinking, peer teaching and peer evaluation.

 It increases ability to apply knowledge in clinical

situations.
 It increases student responsibility for self directed

peer learning.

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Cont.
 It helps in developing flexible knowledge that can be
applied to different contexts.
 This learning method helps in developing lifelong

learning skills.
 It encourages students to work in teams or groups,

there by facilitating group dynamics.

 Moves learning from a passive activity to an active

activity learning becomes the act of discovery.

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Cont.
 Development of effective self directed learning skills
and increased student faculty interaction is
facilitated.
 Increased motivation for learning is the added

advantage.
 Promote collaborative learning.

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 Disadvantages of PBL
 It is very difficult and expensive to use as a teaching
technique, when the class size is large.
 Students require orientation to perform the role of a

learner in PBL setting.

 Evaluation is quite difficult and sometimes may be

subjective.
 Resource expensive.

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Cont.
 Staff and students may be initially uncomfortable
with PBL because they are used to subject based
learning and they do not really understand how to
proceed in PBL.
 Measurement of learning outcomes is difficult.
 Student Unpreparedness
 Teacher Unpreparedness

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

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THANK YOU!

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Group members
 Eyerusalem Tilahun-----Nurs/R/ 013/11
 Hana Girma------------Nurs/R/016/11
 Hermela Demrew--------Nurs/R/020/11
 Kalkidan Tilahun--------Nurs/R/023/11
 Mekdes Kebede---------Nurs/R/027/11
 Meklit Tezera-----------Nurs/R/030/11
 Meseret Abebe----------Nurs/R/032/11
 Yamalkfere Abebe -------Nurs/R/048/11

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