Using Problem Based Learning:
from classroom to clinical practice
Dr Dawn Goodwin, January 2015
What is PBL?
‘… an instructional (and curricular) learner-centred
approach that empowers learners to conduct
research, integrate theory and practice, and apply
knowledge and skills to develop a viable solution to a
defined problem. Critical to the success of the
approach is the selection of ill-structured problems
(often interdisciplinary) and a tutor who guides the
learning process…’ (Savery, 2006)
‘… focused, experiential learning organized around
the investigation and resolution of messy, real-world
problems’ (Torp and Sage, 2002)
Key characteristics of PBL
• Students must have responsibility for their own learning.
• The problem scenarios should be complex.
• Learning should be integrated from a wide range of disciplines
or subjects.
• Collaboration is essential.
• Self-study must be applied back to the problem.
• A closing analysis of what has been learned is critical.
• Self and peer assessment should be regularly undertaken.
How PBL works in a
structured curriculum
Supported by….
• Tutor/facilitator input
• Recommended resources
• Lectures/workshops/other educational activities
• Clinical practice
Year 2
SSM2
Self study
Hospital and
community
placements
Lectures
PBL
Recommended
resources
Clinical skills
Communication
skills
CALC
Year 3 and 4
SSM
Evidence,
Research
and Critical
Analysis
PBL
3&4
Clinical
teaching
Self study
Rotation
Electives
after
finals
Lectures
Case
presentations
Finals at end of Year 4
PPVE
Case
Analysis
7 Step Process
• A methodical and detailed way of dissecting
the scenario to identify all the required areas
of learning, discussing students' existing
knowledge resulting in a formulation of
student learning objectives.
• A modified version of the Maastricht '7 steps'
approach (Schmidt, H (1983) Problem based
learning: rationale and description. Medical
Education, 17(1): 11-16).
1. Obtain scenario overview (read scenario and
grasp its meaning, clarify terms and concepts)
2. Explore the scenario in detail (listing all the
learning issues on the board)
3. Discuss prior knowledge (and how this may
explain the scenario)
4. Sift and sort learning issues into curricular
themes
5. Construct learning objectives
6. Self study
7. Feedback, discuss and evaluate
‘Sift and Sort’
Challenges of PBL for students
• Constructing learning objectives requires problem
solving skills and clarity of thought
• Group work demands an ability to work within a
team, communication and debating skills
• Independent study requires good time
management, organisation and discipline
• Articulating knowledge needs confidence, good
recall and concise descriptions
• Students bear the responsibility for learning and
have to manage the gaps and uncertainties in
knowledge
Challenges of PBL for tutors
• Not to deliver information
• To guide but not determine the process and
learning outcomes
• To manage group dynamics and ensure
everyone's participation in all aspects of the
process
• Develop an ability to facilitate and advance
discussions in areas outside one's own expertise
Examples: 2nd Year – scenario, 3rd Year – real patient
How might PBL work in your
educational setting?
Things to consider…
Relationship with curriculum and assessment
Real or constructed ‘problem’?
Expected level of students’ self-direction
Who will facilitate? (Expert? Non-expert?)