PBL

Problem-Based Learning (PBL)

Problem-Based Learning is an instructional strategy in which a facilitator provides an environment that promotes self-directed student learning around specific learning objectives. The goals of Problem-Based Learning include:

  • Allowing students to integrate basic science concepts with the practice of medicine in the context of a series of clinical case scenarios.
  • Assisting students in developing good differential diagnostic skills through the critical application of basic science concepts
  • Providing students with an opportunity to improve their assessment and patient management skills under constructive direction of peers (small group) and faculty (facilitator)
  • Giving students the opportunity to develop skills necessary to work cooperatively with peers throughout their professional careers.
  • Helping students become familiar with the available resources that promote them to become "life-long" learners.

View the  PBL Schedule.
 
PBL Learning Format: 
 
PBL groups are formed with approximately 10-12 students and one faculty member serving as a facilitator. Students remain with the same peer group for one semester. Facilitators may switch with each case or core. PBL groups meet for three sessions to discuss one case. Session one is to last approximately one hour. Sessions two and three are to last approximately two hours each. One case is presented, on average, every two to three weeks. 

Information about each case is presented in stages. As facts are accumulated, students develop a Differential Diagnosis (DDx) --  hypotheses  to explain  the nature of the patient's problems --  and make decisions about diagnostic testing and therapeutic management.   Learning issues emerge as the group tries to understand the basic science principles involved. 

Between small group sessions, students independently investigate learning issues utilizing textbooks, scientific literature, consultants, and other resources. When students return to the case in small group, learning issues are discussed. Additional information about the patient is presented, the DDx is modified as needed and new learning issues are generated. The case is completed during the third session.  Final decisions regarding diagnosis, management and treatment are made.  Learning objectives are reviewed.
 
PBL Case Subjects: 
 
Cases for PBL are developed by faculty members from the College of Medicine or senior medical student who are enrolled in the PBL Case Writing for M4 Students (M-ID 728). 
 
Faculty Responsibility:
 
The function of the PBL facilitator is not to be a source of information, but to ensure that the group accomplishes the objectives of the case. The major tasks that need to be accomplished by the PBL facilitator are to: 1) help establish a positive learning climate within the group, 2) engage students in the learning process by encouraging active participation and self-directed learning of all students and groups, 3) provide on-going feedback to the group and the individuals who comprise the group. The facilitator is also responsible for assessement of the students. 
 
Student Responsibility:
 
All members of the group are responsible for researching the primary learning issues, identifying resources, and critiquing the resources. Individual students may choose to look up secondary learning issues on their own. Remember, since learning issues are to be formed based upon the learning needs of the group, some groups may develop different learning issues than other groups.

It is appropriate, and even expected, for a student to say "I don't know" and to ask questions during a PBL small group session. Everyone has different areas of strengths and weaknesses. No one can know everything. The wise and experienced clinician readily admits this fact and is not afraid to say, "I don't know, but I will get the answer as needed." 
 
PBL Assessment:
 
Students are assessed on the content of each PBL case by questions on the core exam and are assessed on their contribution to the PBL group by their small group facilitator. The number of PBL-based questions on each exam will be determined by the core director but will not exceed 15 multiple choice or short answer questions covering the subject matter of the case. These questions will be based on the learning objectives outlined on Blackboard.

The facilitator completes an assessment of each student’s performance following the last session of the case. Students’ small group skills and interaction are assessed using "Pass", "Marginal", or "Fail" grades. The grade is a global assessment of overall performance during all three sessions of the PBL case. The assessments will be available for students to view on-line after they are submitted by the facilitator (approximately one week). If a student disagrees with his/her facilitator’s assessment, the student has up to ten days from distribution of the completed evaluation to discuss the issue with the facilitator. 

October 2005

Revised: June 2006