Practical Applications of Problem-Based
Instruction
Lisa Abrams, PhD
Deanna Flora, BS
Tammy McKeown, MS
Suzanne Kirk, MEd
Patricia Slattum, PharmD, PhD
Virginia Commonwealth University
Metropolitan Educational Research Association
2012 Annual Conference
Richmond, Virginia
This project was funded/made possible by a Science
Education Partnership Award (SEPA) grant number
5R25RR25135-2, from the National Center for Research
Resources, a component of the National Institutes of Health.




Defining the problem
Two examples of PBL
Impact on teachers – evaluation results
CRESST overview





Student-centered
Inductive
Context-specific
Experiential –
Fosters collaboration
1. What percent of Virginia
youth are considered
overweight or obese?
A. 10-15%
B. 16-20%
C. 21-25%
D. Over 25%
2. During an average week,
what percent of Virginia
youth eat food from a fast
food restaurant at least
once?
A.
B.
C.
D.
E.
Less than 50%
50-60%
61-70%
71-80%
More than 80%
Source: Obesity Survey Research Report, Virginia Foundation for Healthy
Youth. http://www.healthyyouthva.org/documents/vhfy_obesity%20report.pdf
3. During an average week,
what percent of Virginia
youth reported exercising
60 minutes or more per day
4 or more days?
A.
B.
C.
D.
E.
Less than 50%
50-60%
61-70%
71-80%
More than 80%
4. During an average school
week, three out of five
(59%) Virginia youth eat
breakfast every day while
____ never eat breakfast.
A. 10-15%
B. 16-20%
C. 21-25%
D. Over 25%
Source: Obesity Survey Research Report, Virginia Foundation for Healthy
Youth. http://www.healthyyouthva.org/documents/vhfy_obesity%20report.pdf



At Willowbrook State School in
Staten Island, institutionalized
children were involved in a longrange study of viral
hepatitis. Hepatitis was a major
problem at Willowbrook.
The researchers were interested in
determining the mode of infection,
the course of the disease over
time, and testing the effectiveness
of gamma globulin (a complex
protein extracted from blood
serum) for inoculating against the
disease.
The 14 year study on over 700
patients included deliberately
infecting some children with the
most prevalent strain of hepatitis.
What are the ethical problems in this study?
November, 1958
Dear Mrs. ________
We are studying the possibility of preventing epidemics
of hepatitis on a new principle. Virus is introduced and
gamma globulin given later to some, so that either no
attack or only a mild attack of hepatitis is expected to
follow. This may give the children immunity against
this disease for life. We should like to give your child
this new form of prevention with the hope that it will
afford protection.
Permission form is enclosed for your consideration. If
you wish to have your children given the benefit of this
new preventive, will you so signify by signing the form.
Source: Rothman, D., and Rothman, S. 1984. The
Willowbrook Wars. Cambridge: Harper Collins, p. 265266.



Respect for persons
◦ Are individuals free to say no to all or some participation?
◦ Is the consent form clear and understandable to this
population? Is there an on-going consent process?
◦ Does the consent process include all the necessary
information about the study?
Beneficence
◦ What is the balance of risks/burdens to benefits?
◦ Have burdens and risks been minimized?
◦ Does the ‘science’ justify the potential risks or burdens?
Justice
◦ Are participants fairly selected for the study?
◦ Who benefits from the study and who bears the
risks/burdens?

“The purpose of this research study is to teach
parents/caregivers skills that will help prevent and reduce the
problems of obesity and eating disorders in children. In this
study you will have the opportunity to participant in one of
two groups in which many issues that may concern you will
be addressed. Parents in both groups will learn about ways
of becoming more healthy. “

The study involves parents participating weekly information
sessions for 6 weeks; two individual nutrition sessions, and a
short session following the completion of the program.
Parents and children complete questionnaires. Children have
height, weight, and body fat measured.


What responsibilities do the researchers have
toward participants?
What would you want to know in order to
make a decision about participating in this
study?

Questioning Frameworks:
◦ What is the purpose of the study?
◦ What does participation in the study involve for children? What are youth
participants being asked to do?
◦ What information is being collected about or from the youth participants?
How is this information being protected or kept confidential?
◦ How will youth participants benefit from being in the study?
◦ Will anyone else besides the youth participants benefit from the results of
the study?
◦ Are there any risks to participation? If yes, what are they?
◦ Are the risks justified when you think about the potential benefits? Why or
why not?

Structured Academic Controversy/Guidelines for Discussion
Helping Students Navigate Information
Sources in the Public
http://www.cbc.ca/news/health/story/2011/04/29/dairy-lowfat-children.html
Why bother reading scientific papers? - This section explains what
you gain by reading the original scientific literature.
Two Types of Research Papers Containing Two Types of
Information - Here, you will learn what differentiates a review
article from a primary research article, and the specific uses for
each.
The Parts and Uses of Primary Research Articles - This section
breaks the scientific paper down into its six component parts and
explains what kind of information can be found in each part.
How to Proceed When Reading a Scientific Paper - Learn tips about
what you should be doing, physically, as you read the scientific
paper to maximize your understanding and get the most out of
your time and effort.
www.sciencebuddies.org








Objective
Population
Setting
Design
Outcome measures
Analysis
Results
Conclusion
Content Evaluation Guidelines:
•Sponsorship
•Currency
•Factual Information
•Audience

Professionalism, Content, Accuracy
◦ Be vigilant in selecting sources
◦ Investigate possible links between sources and those who promote a
new therapy
◦ Recognize the responsibility to report diverse viewpoints in context
◦ Understand the process of medical research
◦ Preserve journalistic independence
◦ Be judicious in the use of library or file video footage
◦ Show respect to those suffering from illness
◦ Avoid vague sensational language
◦ Quantify the magnitude of the risk or benefit of a therapy
◦ Report the benefits, risks and alternatives to a therapy
◦ Clearly identify the meaning of the results
◦ Clearly define and communicate areas of uncertainty
◦ Seek out independent experts—be skeptical
◦ Ensure the total news package (reporting, advertising, etc) does not
misrepresent
◦ Consider the public interest
◦ Distinguish between advocacy and reporting
◦ Be original
This is the very process that clinical researchers use when
developing a hypothesis to study. They first evaluate the
existing medical literature, identify things that we still do
not know, and design a study or series of studies to try to
answer the question. It all starts with researching what
has already been published and evaluating it critically.
Evaluation Results of the CRESST Academy
Pre
Survey Items
M
Post
SD
M
SD
t (8)
p
Develop student’s conceptual
understanding of research
2.63
.744
4.13
.641
7.94
.000
Have students participate in hands-on
activities that meet specific research
objectives
3.13
.991
4.00
.756
2.96
.021
Engage students in inquiry-oriented
activities
2.63
.744
4.00
.926
5.23
.001
Engage students in applications of
research in a variety of contexts
2.50
.926
3.88
.835
3.27
.014
Encourage students’ interest in the
research/inquiry process on a regular
basis
p < .05
2.50
1.19
4.00
.756
3.55
.009
Pre
Survey Items
Post
M
SD
M
SD
t (8)
p
Utilize teaching aids and learning
materials that accommodate
individual differences among my
students
2.38
.518
2.88
.641
2.65
.033
Solicit a variety of questions
throughout the lesson that enable
higher order thinking
1.67
.816
2.83
.983
3.80
.013
Provide a positive influence on the
academic development of
students
2.88
.641
3.63
.518
3.00
.020
Successfully maintain a positive
classroom climate
3.13
.641
3.63
.518
2.65
.033
p < .05
Pre
Survey Items
Post
M
SD
Participate in a research study
2.63
.518
Have you heard of the Tuskegee
Syphilis Study
p < .05
1.50
.535
M
SD
t (8)
p
3.13 .641
2.65
.033
1.00
2.65
.033
.000
“It will encourage me to include all the essential elements listed in the syllabus
(research, measurement, ethics etc.) into my teaching much more easily. Before, I
lacked the sufficient background knowledge to make these things
"teacher/student friendly.“
“By participating, I have some new ideas and perspectives to use when teaching
about research and the nature of science that the students might be more
connected to and interested in.”
“I feel more confident about introducing students to the research process and
how to use a real-life application to support my teaching of research.”
“It gave me a much better understanding of statistical analysis of data and how
to evaluate sources, which I was not expecting to learn. It was great to learn first
hand information about childhood obesity, food deserts, walkable
neighborhoods, etc.”
“I am more willing to participate and encourage others to participate in research
studies. “
“I gained a tremendous amount of personal knowledge about clinical research
currently.”

For more information
about CRESST visit us
at:
http://www.cresst.vcu.edu

Contact Sue Kirk,
Project CRESST Coordinator
Virginia Commonwealth
University
cresst@vcu.edu
804-828-8829