Problem-based learning (PBL) is a student-centered approach that uses clinical problems to stimulate learning. Students define their own learning objectives to address gaps in their knowledge. They then conduct self-directed study before reapplying their new knowledge to the problem. PBL differs from traditional lectures by making students responsible for their own learning through problem-solving in small groups with a tutor's guidance. Research shows PBL may better prepare students by integrating basic and clinical sciences and promoting long-term retention compared to traditional curricula.
1. PROBLEM-BASED LEARNING In Medical Education 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
9. Integrated systems-based Traditional discipline-based Educational strategy - 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. - 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. Main characteristics PROBLEM-BASED LEARNING PROBLEM SOLVING
10. The student decides what he/she needs to learn Teacher Who is responsible for directing the learning activities Learning becomes dependent upon the self-directed efforts of the small group. This method creates a more active, student-centered learning environment Passive, teacher-centered Learning environment Tutor/Facilitator Content expert Role of the teacher PROBLEM-BASED LEARNING PROBLEM SOLVING
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12. It differs fundamentally from our traditional curricula, in which students: apply this knowledge to the diagnosis and management of clinical problems Clinical phase (years 4-6) acquire "background" knowledge of the basic sciences Preclinical phase (years 1-3)
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
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).
