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What it Is
| How it Works | Goals
of PBL Approach | References About
Problem Based Learning
Problem-based learning (PBL) is an
educational method designed to promote active,
student-centered learning focused on case studies that address
realistic, relevant, high-priority health issues (Walton &
Matthews, 1989). Simulated practice problems are presented
first in the learning sequence, and provide the stimulus for
learning. PBL is a structured learning process that enables a
group of students to work together to understand or solve a
problem typically encountered in professional practice
(Barrows & Tamblyn, 1980). In PBL, student learning is
driven by scenarios such as the need for an occupational
therapist to understand the physiology of a new intervention
or choosing the best assessment for a client’s needs. PBL
emphasizes organization of information around practice
problems rather than disciplines, the use of case studies to
allow integration of information, and a focus on cognitive
skills as well as on knowledge (Walton & Matthews, 1989).
Implementing
the Problem Based Learning Approach in the UNM Occupational
Therapy Graduate Program
In the UNM Occupational Therapy Graduate Program, tutorial
groups are made up of 6-8 students and 1 facilitator who may
be a faculty member or an occupational therapist from the
community who has received special training in the PBL
process. Students may spend several hours a week in tutorial
sessions (average 3 hours), and they are responsible for
self-directed, independent study to answer questions raised
during the tutorials. The UNM Occupational Therapy Program has
a rich history with PBL as this educational approach has been
integrated into the curriculum from the beginning of the
program. The program’s PBL implementation has been
well-developed over the past nine years and has been
recognized nationally.
While continuing to develop and refine this resource, we have also developed cutting edge tools
(such at the Occupational Therapy
Student Performance Assessment - OTSPA) for evaluating student participation and faculty facilitation.
Goals of the Problem
Based Learning Approach
Waterman & Butler (1985) suggest that PBL facilitates
the following goals:
| 1. |
The use of realistic case studies and
small group tutorials stimulates the student's
self-directed reaming and active participation in the
reaming process |
| 2. |
Students encounter problems in the manner
in which a professional would in a variety of clinical
settings |
| 3. |
Students are challenged to integrate
information from a broad range of disciplines in the
process of addressing the presented case study |
| 4. |
Students are challenged to select
information efficiently from a wide variety of sources
in the process of answering questions and issues
presented in the cases |
| 5. |
Students are challenged to exercise and
develop professional reasoning skills as they are
responsible for analyzing problems and identifying
appropriate answers and interventions |
| 6. |
Students develop increasing comfort in the
face of practice uncertainty as they are presented with
ambiguous or complex practice scenarios |
In addition, the small group process used in PBL
facilitates development of effective interpersonal and
communication skills. Students are expected to solve practice
problems through cooperative group problem-solving, and they
must learn to convey information and ask critical questions
during the tutorial process.
References
- Barrows, H., & Tamblyn, R. (1980). Problem-Based
Learning: An Approach to Medical Education. New York:
Springer Publishing Company.
- Waterman, R. E., & Butler, C. (1985). Curriculum:
Problems to Stimulate Learning. In A. Kaufman (Ed.).
- Implementing Problem-Based Medical Education: Lessons
from Successful Innovations. New York, NY: Springer
Publishing Company.
- Walton, H.J., & Matthews, M.B. (1989). Essentials of
Problem-Based Learning. Education, 28, 542-55.
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