I. General Description

Problem based learning (PBL)

Problem based learning is a learning strategy that places an emphasis on knowledge development through critical self-directed reasoning, investigation, and dialog with other learners. PBL assumes that most knowledge that will be applied to clinical issues will be acquired through problem based inquiry, use of information from a variety of resources, and interprofessional dialog -rather than through dydactic lecture and memorization of pre-selected content. In the PBL model applied in this course, students are exposed to a series of case studies that challenge them to identify the major problems and clinical issues, identify the major questions, and seek the information that will support optimal clinical intervention. The multidisciplinary composition of the class will enable students to learn about the role of other disciplines in health care and the opportunities and challenges of multidisciplinary health care.

II. The Role of the Student in PBL

PBL requires each student to actively engage in:

Conceptualizing the problem

Recognizing that which is "known" and that which is 'unknown.'

Developing problem lists and resource issues

Identifying learning objectives

Identifying knowledge resources

Recognizing professional roles and domain expertise

Engaging in self-directed study

In PBL, students:

Assume responsibility for seeking information beneficial to the group's collective expertise.

Provide the group with results of self-directed study

Critically evaluate existina and new information pertinent to the case

Assume responsibility for their own learning and the achievements of the group.

III. The Facilitator's Role in Problem Based Learning

In PBL, the facilitator:

Observes the group interaction and dynamics, providing guidance as needed.

Encourages the students to:

Discuss the problem Determine what's known and unknown

Determine their own learning needs

Recognize that the pertinent knowledge my not be known by all group members

Refrains from 'mini-lectures' or providing content expertise.

IV. Questions that are Typically Beneficial in the PBL Process

Can someone summarize what we know at this point?

Is the information that we now have correct?

How do we know it is accurate?

How does that information relate to this particular case?

How and by whom should this patient or problem be managed?

How does this individual's environment impact this case?

What else might we want to know?

What is the role of _________________ in managing this situation?

Are there community resources that could be of assistance in this case?

V. QUESTIONS THAT YOU AS A STUDENT CLINICIAN SHOULD ASK OF ONE ANOTHER, FROM TIME TO TIME, DURING PBL SESSIONS

Can someone summarize what we know at this point?

What are our hypotheses regarding what's going on with this patient?

What is our differential diagnosis? (i.e., what might be wrong with this patient?)

What do, we really know" about this patient and his/her problem(s)?

Is the information we have correet?

How do we know?

Where did you find that information?

How do you know that?

Is he/she correct?

What did he/shejust say?

Does that make sense?

How does (or might) that relate to this patient's problem(s)?

Why do you ask that question?

Why would you want to know that?

Does that question need to be asked?

Is this (should that be) a new learning objective?

Does everyone agree that ________________ is a necessary learmng objective?

Are there other learning objectives that should be investigated?

What else might we want to know?

In light of the new information/learning, should the differential diagnoses be revised?

Adapted from C. Scott