PBL

1. PROBLEM-BASED
LEARNING
Presented by:
Dr. Soha Rashed Aref Mostafa
Prof. of Community Medicine
Member of Medical Education Department
Faculty of Medicine
Alexandria University
Egypt

2. Teacher-centered
Student-centered
New-Innovative
Curricula
Traditional
Medical Curricula
Information gathering
Problem-based
Discipline-based
Integrated
Hospital based
Community-based
Standard
Elective
Apprenticeship-based
Systematic
 Continuum 
S
P
I
C
E
S
SPICES

3. what is it?

4. Definition of PBL
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.

5. The case serves as a stimulus
for learning

6. WHAT IS PROBLEM-BASED
LEARNING, AND HOW
DOES IT DIFFER FROM
PROBLEM SOLVING?

7. Problem-solving vs. problem-based
learning
- different but inter-related -
Problem-solving: arriving at decisions
based on prior knowledge and
reasoning
Problem-based learning: the process of
acquiring new knowledge based on
recognition of a need to learn

9. PROBLEM SOLVING PROBLEM-BASED
LEARNING
Educational strategy Traditional discipline-based Integrated systems-based
Main characteristics - The focus is on
preparatory learning prior to
exposure to the problem.
- The staff set the problems
(case history problems in a
primarily lecture- based
format), and students
attempt to resolve them
using previously taught
curricular content.
- The problem comes first
without advance readings,
lectures, or preparation.
- The problem serves as a
stimulus for the need to know.
- Based on their own prior
knowledge and the identified
gaps in that knowledge,
students determine the
learning issues within their
own group. They then identify
and use a variety of learning
resources to study these
issues and return to the group
to discuss and share what
they have learned.

10. PROBLEM SOLVING PROBLEM-BASED
LEARNING
Role of the teacher Content expert Tutor/Facilitator
Learning environment Passive, teacher-centered Learning becomes
dependent upon the self-
directed efforts of the small
group. This method creates
a more active, student-
centered learning
environment
Who is responsible for
directing the learning
activities
Teacher The student decides what
he/she needs to learn

11. Rationale for introducing PBL
into the undergraduate curricula
 The rationale for PBL lies in its
comparability with modern
educational principles. Its
approach is based on
principles of adult education
and self-directed learning.
Principles of adult learning
Adults are motivated by learning
that:
• Is perceived as relevant
• Is based on, and builds on, their
previous experiences
• Is participatory and actively
involves them
• Is focused on problems
• Is designed so that they can take
responsibility for their own learning
• Can be immediately applied in
practice
• Involves cycles of action and
reflection
• Is based on mutual trust and
respect

12. It differs fundamentally from our
traditional curricula, in which students:
Preclinical phase (years 1-3) acquire "background" knowledge
of the basic sciences
Clinical phase (years 4-6)
apply this knowledge to the
diagnosis and management of
clinical problems

13. This traditional approach has been
criticised for a number of reasons:
 Many existing curricula fail to meet the needs of
current and future doctors
 It creates an artificial divide between the basic and
clinical sciences
 Time is wasted in acquiring knowledge that is
subsequently forgotten or found to be irrelevant
(The acquisition and retention of information that
has no apparent relevance can be boring and even
demoralising for students)
 Application of the acquired knowledge can be
difficult

14.  The educational objectives of PBL address
many of the perceived problems in
traditional medical curricula
 Its possible advantages over traditional
approaches include: its greater relevance to
the practice of medicine, its ability to
promote retention and application of
knowledge, and its encouragement of self-
directed life-long learning

15.  Course material is usually systems-
based Integration of basic
and clinical sciences

16. Integrated Systems-based Curriculum Map

17. Example
When studying PBL cases relating to CVS,
students learn about:
 Normal bodily structure and function
 The clinical features, diagnosis and management of
common CVDs
 Furthermore, they learn to take a relevant clinical
history and to physically examine the CVS

18.  Knowledge is acquired in context and builds on
what is already known
 These facets aid knowledge retention, add interest
and increase motivation to learn
 Students continually explore their knowledge,
identify both their personal learning needs and
strategies required to address them. This process
helps to develop skills for life-long learning

19. Efficacy and advantages of PBL

21. PBL: the claims and the evidence

24. Although efficacy of PBL is difficult to
evaluate, the current enthusiasm for
PBL seems justified and its use is likely
to increase further.

25. The place of PBL in the
curriculum

26. Teacher-centered
Student-centered
New-Innovative
Curricula
Traditional
Medical Curricula
Information gathering
Problem-based
Discipline-based
Integrated
Hospital based
Community-based
Standard
Elective
Apprenticeship-based
Systematic
 Continuum 
S
P
I
C
E
S
SPICES
Emphasis on PBL ranges
Dominance of the curriculum Minor supporting role

27. Problem-based
learning
Clinical Apprenticeship
Model
Time in the curriculum
Preclinical
phase
Clinical
phase

28. A PBL-based curriculum is typically organized into a number of units based on body
systems. Each unit is based on a number of PBL Cases (case=hypothetical patient
whose problem requires analysis and resolution).

30. Hybrid curricula
In preclinical phase, PBL can be
designed and timetabled so as to
complement other teaching methods
such as:
– Lectures
– Practicals, other laboratory work
– Computer-assisted learning

31. Example
 While learning about CVS in PBL
tutorials, students dissect the heart in
anatomy practicals, and have lectures
on the radiological features of heart
disease.

32. THE PBL TUTORIAL PROCESS
The PBL process is tightly structured and
contains a number of key steps
The PBL tutorial:
 Typically consists of a small number of
students (ideally between 6-10)
 Is facilitated by one or more faculty
tutors who guide the process without
contributing directly to the solution of
the problem or being the primary source
of information
 Meeting two times a week for two or
three hours per session
 Completing a case in two or three
sessions
Key steps in the PBL
tutorial process
1. Case presentation
2. Identifying key
information
3. Generating and ranking
hypotheses
4. Generating an enquiry
strategy
5. Defining learning
objectives
6. Reporting back
7. Integrating new
knowledge

35. How does problem-based
learning work?
What instructors do:
- Develop real-world, complex and open-ended problems such as
might be faced in the workplace or daily life.
- Act as facilitators, making sure students are staying on track
and finding the resources they need.
- Raise questions to student groups that deepen the connections
they make among concepts.
- Strike a balance between providing direct guidance and
encouraging self-directed learning.
What students do:
- Address the problem, identifying what they need to learn in
order to develop a solution and where to look for appropriate
learning resources.
- Collaborate to gather resources, share and synthesize their
findings, and pose questions to guide further learning tasks
for the group.

36. e.g., 6-week Cardiovascular Unit
 Students might deal with 6 cases in 18 PBL tutorials
 Each case is designed and written by experts with
specific learning objectives in mind
e.g., one of the LO of a case dealing with asthma might be to
stimulate students to learn about the structure and function of
the respiratory system.
Cases are written so as to encourage students themselves to
identify their own specific learning objectives.
Learning process is student-directed, and the tutor functions
more as a facilitator, not a didactic teacher.

37. Case presentation

38. How does a case serve as a
stimulus for learning?

39. Example:
PBL tutorial process
1. Case presentation: The tutor provides the group with some
introductory clinical information about a hypothetical patient.
Mary Smith, a 28-year-old office worker and part-time
swimming instructor, comes to see her GP because of
pain in her chest and shortness of breath. This
has been a recurring problem in recent months and
seems to be gradually worse. On the previous
evening, while participating in a swimming gala, she
became so short of breath that she found it difficult to
walk.

40. 2. Identifying key information
3. Generating and ranking
hypotheses:
e.g., Infection, cardiac problem,
allergy, asthma, broken rib.
Allergy ˃ cardiac problem
4. Generate an enquiry strategy:
What additional information is
required?
e.g., Previous medical problems and
relevant drug, family & psychosocial
histories, physical exam, lab. tests.

41. Additional information
Further discussion with her GP reveals that Ms
Smith’s chest pain and shortness of breath come on
following exercise, particularly in a cold
environment. When she becomes particularly short
of breath, she starts to wheeze. She sometimes has
a dry cough and has never had haemoptysis. There
is no recent history of physical trauma and no
personal or family history of heart disease. She had
eczema in childhood but has never had asthma.
She has smoked for the past 5 years and increased
her smoking to 40 cigarettes a day since she broke
up with her intimate friend 3 months ago. She
takes an oral contraceptive pill but no other
medication.

42. New information
Revising their hypotheses
Discard / Re-rank / Other hypotheses
• Anxiety attacks with
hyperventilation
• Possible thromboembolic
disease due to oral
contraceptive use
• Asthma
• Cardiac problem
• Broken rib

43. 5. Defining learning objectives
Once the students have decided on a preferred hypothesis (e.g.,
allergy), they must explain the biomedical science mechanisms
that link their hypothesis to the presenting problems.
 What students know?
 What they do not know?
 What they need to know?
to further their understanding of the underlying mechanisms, and their
ability to solve the clinical problem.
e.g., Students may identify gaps in their knowledge of the mechanics of
breathing, anatomy of airways, mechanisms of oxygen delivery to
tissues, or mechanisms of pain perception.

44. 5. Defining learning objectives (cont.)
 The identification of gaps in knowledge helps
students to define their learning objectives and
these become the focus of self-directed study in the
interval between tutorials.
 Learning objectives should be clear and specific and
of appropriate scope to be addressed in the time
available between tutorials (typically 2-3 days).
 At each tutorial, the group might identify three to
five major learning objectives and perhaps an equal
number of lesser objectives.

45. 5. Defining learning objectives (cont.)
 Although the PBL tutorial is student-centered, major
learning objectives are identified in advance by the
case writers as part of the overall curriculum design.
Tutors may need to provide prompts to ensure that
major objectives are identified and pursued.
 In PBL, as knowledge is acquired in the context of a
specific clinical problem (the problem is
encountered before the student has the knowledge
to understand it), it is likely to be better focused
and retained.

46. 6. Reporting back
 In the follow-up tutorial, students reconvene
to report on their self-directed study and
share and integrate new knowledge.
 All students should contribute to the report-
back and their unique perspectives are
incorporated into the process of knowledge
building. The exchange and debate of ideas
promotes the consolidation and elaboration
of new knowledge and understanding

48. 7. Integrating new knowledge
• Based on the principle that knowledge is consolidated
more readily in context, students, guided by the
tutor/facilitator, should relate new biomedical knowledge
to the patient's problem.
• Students are required also to extend their discussion
beyond the biomedical and clinical sciences and consider
the public health, socioeconomic, ethical and legal
aspects of the case.

49. How do I get started with
PBL?
Develop problems that:
- Capture students’ interest by relating to real-world issues.
- Draw on students’ previous learning and experience.
- Integrate content objectives with problem-solving skills.
- Require a cooperative, multi-staged method to solve.
- Necessitate that students do some independent research to
gather all information relevant to the problem.
Design assessment tools that:
- Account for process (e.g. research, collaboration) as well as
content skills.
- Are closely tied to course learning objectives.
- Balance individual and group performance.

50. How to create effective PBL
scenarios
 Learning objectives likely to be defined by the students after studying the
scenario should be consistent with the faculty learning objectives
 Problems should be appropriate to the stage of the curriculum and the
level of the students' understanding
 Scenarios should have sufficient intrinsic interest for the students or
relevance to future practice
 Basic science should be presented in the context of a clinical scenario to
encourage integration of knowledge
 Scenarios should contain cues to stimulate discussion and encourage
students to seek explanations for the issues presented
 The problem should be sufficiently open, so that discussion is not curtailed
too early in the process
 Scenarios should promote participation by the students in seeking
information from various learning resources

51. CHECKLIST FOR PROBLEM
CONSTRUCTION
 Is the content of the problem geared to students' prior knowledge?
 Is there a clear connection with one or more of the objectives of the
block?
 Is the problem sufficiently complex to offer cues for initial discussion
and for generating learning issues?
 Is the problem structured in such a way that it offers cues for
discussion in the group?
 Has the problem been formulated clearly and, if possible, does it offer
links with professional practice?
 Is the problem multidisciplinary and is clear to students?
 Does the length of the problem enable inclusion of all the relevant
information that is needed for identifying learning issues and does the
problem not contain superfluous irrelevant information?
 Is the available time sufficient for studying the learning issues?
 Is there sufficient time available for reporting on all the learning issues?
 Does the block offer sufficient variety in learning activities, i.e. does it
include different types and formats of problems?
 Is the number of problems geared to the number of group meetings in
the block? Has a schedule been drawn up that specifies which problems
are to be discussed when?
 Which problems should be tackled in a specific sequence?