Problem-Based Learning within Occupational Therapy Education: A Summary of the Salford Experience (original) (raw)
Related papers
Challenges and Opportunities Offered by PBL: Students’ and Facilitators’ Perspectives
South-East Asian Journal of Medical Education, 2017
This paper aims at offering solutions to student's concerns regarding PBL and to highlight the scope of PBL in filling up the knowledge gaps in the curriculum. Feedback received from MBBS students completing their preclinical phase of training over the last three years was analysed. Feedback included student opinion and suggestions regarding the course, curriculum, teaching learning methods and assessment. Students who were PBL group leaders during their preclinical phase were called in for a focus group discussion with facilitators who were experienced in PBL formulation and facilitation. Subtopics discussed ranged from scheduling of tutorials, punctuality, availability of suitable venues and facilities, role of the facilitator, group dynamics especially the nonparticipation of certain students. The repetition of learning outcomes in different P BL's and the PBL assessment pattern were also discussed. Solutions suggested included orientation of students, training and briefing facilitators, shuffling of PBL groups and vetting of the PBL material. The students volunteered to simulate and record an ideally and a poorly conducted PBL session. These sessions could be used to orient the new students and faculty to PBL facilitation. The overall objectives of the course and the intended specific learning outcomes of each trigger are key factors to develop PBL into a valuable tool for filling up the knowledge gaps in any curriculum in an active learner driven environment.
PBL across the disciplines: Research into best practice
2011
Problem Based Learning (PBL) has been referred to as some of the most powerful and innovative learning environments used today. At the Aalborg University two different PBL models are used: the problem based and project organised learning in engineering education and the case oriented PBL model in medical education. These models are normally regarded as two very different models within the PBL philosophy. The research questions of this study are: (i) what are the main advantages and disadvantages of the two PBL models used at Aalborg University? and (ii) what can be learnt from the comparison of these two models? A framework for observation was developed based on the PBL alignment model and one group studying engineering and two groups studying medicine were observed and interviewed, as well as their supervisors/facilitators. Results have shown that these two models have some similarities and differences, which allowed comparisons to be made in order to design a strategy for implemen...
Changing to PBL: the students' perspective
Processes aimed at creating change from the bottom up usually require experiences and analysis before institutional leaders can become involved. Normally, a small group of highly motivated teachers starts by testing PBL through several different experiences, with the conviction of success, in an attempt to motivate other colleagues and encourage their involvement. However, the task of putting these experiences into practice is usually more complex than that of directly applying the educational theories involved in PBL. Frequently, students demonstrate the apathy associated with traditional learning and tend to concentrate their efforts on just passing exams, especially during their first year. This produces frustration in teaching staff lacking experience, which leads to the conclusion that successful PBL experiences depend on the students' reactions and attitudes.
This Guide discusses the considerable literature on the merits or shortcomings of Problem-based learning (PBL), and the factors that promote or inhibit it, when seen through the eyes of the student. It seems to be the case that PBL works best when students and faculty understand the various factors that influence learning and are aware of their roles; this Guide deals with each of the main issues in turn. One of the most important concepts to recognise is that students and Faculty share the responsibility for learning and there are several factors that can influence its success. They include student motivation for PBL and the various ways in which they respond to being immersed in the process. As faculty, we also need to consider the way in which the learning environment supports the students develop the habit of life-long learning, and the skills and attitudes that will help them become competent reflective practitioners. Each of these elements place responsibilities upon the student, but also upon the Faculty and learning community they are joining. Although all of the authors work in a European setting, where PBL is used extensively as a learning strategy in many medical schools, the lessons learned we suggest, apply more widely, and several of the important factors apply to any form of curriculum. This Guide follows on from a previous review in the AMEE Guides in Medical education series, which provided an overview of PBL and attempts to emphasise the key role that students have in mastering their subject through PBL. This should render the business of being a student a little less mystifying, and help faculty to see how they can help their students acquire the independence and mastery that they will need.
Managing PBL Difficulties in an Industrial Engineering and Management Program
Purpose: Project-Based Learning (PBL) is considered to be an active learning methodology which can be used to develop both technical and transversal competences in engineering programs. This methodology demands a great deal of work effort from the students and also from the teachers and it requires a meticulous plan and a well-managed project as well. These activities go far beyond the normal activities in traditional lectures, enabling to outpace the difficulties that spur along the way that may be both complex and demotivating. This methodology has been implemented in the Integrated Master Degree on Industrial Engineering and Management (IEM), at one public university in Portugal, since the 2004/2005 academic year. The aim of this paper is to identify and discuss the main difficulties of the implementation of PBL, mainly from the teachers' perspectives. Additionally, some effective strategies will be recommended to overcome such difficulties. Design/methodology/approach: The perceptions of the teachers were collected through a survey based on six main themes. The participants in the study include eight teachers from the five courses of the first semester of the first year of the IEM program involved in the 2012/2013 and 2013/2014 editions.-586-Journal of Industrial Engineering and Management – http://dx.doi.org/10.3926/jiem.1816 Findings: Integration of courses in the project; student assessment; growing number of students in each team and the need of physical spaces for them; and compartmentalized knowledge has emerged as the main difficulties. To overcome these difficulties some key strategies were recommended. Originality/value: A new perspective based on course teachers' views and experiences will deepen the understanding of the problems and provide inputs for the development of strategies that may improve the effectiveness of PBL and introduce changes for its successful implementation. These strategies are intended to be transferable to other contexts, as most of the problems and constraints are common to other active learning approaches.
Use of problem-based learning in staff training and development
American Journal of Health-System Pharmacy, 2006
Problem Problem-based learning (PBL) began in the late 1960s. 1 PBL is an instructional method characterized by the use of patient cases as a context for students to learn problemsolving skills and to acquire new knowledge. The basic five steps of the PBL process include (1) encountering the problem, (2) identifying learning needs in an interactive group process, (3) engaging in self-study, (4) applying newly gained knowledge to the problem, and (5) summarizing what was learned. 2 In closed-loop PBL, the process concludes when students evaluate the resources they used to gain new knowledge and then analyze how they could have better managed the problem. 3 Many pharmacy schools have incorporated some form of PBL into their curricula. 4 PBL provides students with guided experiences in solving complex, real-world problems. PBL helps students to (1) construct an extensive and flexible
MODEL OF THINKING IN THE PBL PROCESS: COMPARISON OF MEDICINE AND INFORMATION TECHNOLOGY
In semester 2, 2000, the Faculty of Information Technology at the Queensland University of Technology piloted a newly developed hybrid PBL curriculum in a first year programming unit. This paper addresses the conference themes of experience and evidence by discussing our development of the curriculum by the deconstruction of the medical model and the subsequent reconstruction of this model for an IT context. One of our aims in implementing PBL is to better prepare students for professional practice by shifting the focus of education from teaching to learning (Bowden & Marton, 1999). We wanted to provide a real-world look and feel to computer programming. PBL has a role in developing the graduate capabilities of teamwork and communication skills (Lovi-Kitchin,. However, we recognised that students cannot be expected to develop these skills by osmosis, that is; we need to teach to encourage the development of them (Bowden & Marton, 1999). This paper describes the redevelopment of the Unit design, and discusses the similarities and differences in the problems and cognitive thinking that students engage in during the PBL tutorial process in relation to the constructivist theory of learning.
Perceptions and acceptance towards PBL approach: a case study on technical & vocational Students
eprints.uthm.edu.my
Problem-based learning (PBL) is widely regarded as a successful and innovative learning method in technical and vocational education. The main reason of the implementation of PBL in Faculty of Technical Education, Universiti Tun Hussein Onn Malaysia (UTHM) is to enhance self-directed learning among students. The purpose of this study is to find out students perceptions and acceptance towards PBL implementation. As many as 108 technical and vocational education final year matriculation intake students were randomly selected as the respondents of this study. This research uses the quantitative approach and the instrument used was questionnaires. The data was analyzed using Statistical Packages for Social Science (SPSS) version 15.0. Study revealed that students' perceptions and acceptance on PBL were at high and moderate level respectively. Study also pointed self time-management as a major problem among students which affect their acceptance towards PBL. As a conclusion, the implementation should be developed and raised among these students especially to enhance their acceptance towards PBL learning.