Programme Winter Course


Material day 2: Case: The Rational of PBL



Download 167.73 Kb.
Page5/30
Date22.04.2018
Size167.73 Kb.
1   2   3   4   5   6   7   8   9   ...   30
Material day 2: Case: The Rational of PBL

The role of the tutor (NB: Formulation of learning objectives on the rationale of PBL).

See text below

Do you really want to be in this course on PBL?

All over the world, a growing number of medical and health professions schools has introduced variants of problem-based-learning (PBL). By doing so, these schools usually aim to educate better health professionals.

However, if we now examine the over 30-year Maastricht University experience with PBL, only few hard facts emerge. First, students in PBL programmes offered by Maastricht University’s six Faculties better appreciate their educational programmes than their peers in corresponding programmes at ‘conventional’ Dutch universities. Second, on average eventually a higher percentage of students in Maastricht PBL programmes graduate when compared with their peers in conventional programmes. And, again on average, they graduate after a shorter study period than those peers*.

On the other hand, attempts to detect qualitative advantages in PBL graduates have been inconclusive. If one moreover presumes that PBL is more expensive than conventional teaching, then what actually is the rationale of PBL?


*Students' opinions on their medical studies. Elsevier's Weekly, Oct. 1999





Dutch medical schools




Aspects

LUMC

RuG

UU

EUR

UM

UvA

VU

KUN

mean

Facilities

7.4

7.6

7.5

7.7

7.7

7.7

7.6

6.7

7.5

Programme structure

5.9

6.7

5.6

6.1

7.5

6.6

6.3

6.6

6.6

Teachers

6.8

7.2

6.9

6.9

7.1

7.2

6.9

7.0

7.0

Quality of education

6.5

7.4

6.6

6.6

7.6

6.8

6.8

7.1

6.9

Assessment

7.3

7.1

6.7

7.0

7.2

7.5

7.3

7.2

7.2

Organisation & communication

6.4

6.6

6.2

6.6

7.1

6.6

6.5

5.9

6.5

Mean mark#

6.7

7.2

6.7

6.8

7.4

7.0

6.9

6.8

6.9































Year I efficiency ('93-'95)§

86

91

83

77

97

89

85

91




Year I-IV efficiency ('88-'90)@

73

68

68

71

90

75

71

78




LUMC: Leiden; RuG: Goningen; UU: Utrecht; EUR: Rotterdam; UM: Maastricht; UvA: University of Amsterdam; VU: Free University Amsterdam; KUN: Nijmegen.

# Marks were given on a scale from 0 (disastrous) to 10 (excellent)

§ Percent students of classes '93-'95 that passed the Year I exam, measured after two years

@Percent students of classes '88-'90 that passed the Year IV exam, measured after six years
To study the tutorial group’s learning objectives you may study some papers provided on our CD-ROM (hard copy of papers also available at secretariat). However, you are also encouraged to use the library facilities to retrieve additional information. Another useful Internet link: www.educ.unimaas.nl/ (via Publications).

  • Why PBL?

Prior knowledge is the determinant of the nature and amount of new information that can be processed (constructivism)


  1. Context (> Problem) activates this prior knowledge > step 3

  2. Knowledge is structured: reorganization in knowledge structures > step 4

  3. Elaboration > step 1-5, step 6, step 7 (you will go through the subject 3X)

  4. Intrinsic Motivation : working in a group, you can look up your own information




  • Why no references?

By not giving them the references students learn to search for information; by giving them freedom, they will be more intrinsically motivated; different students different interests


  • Why discussing the problem first?

Context, activation of prior knowledge, elaboration, intrinsic motivation. A group of 12/14 students knows more than one individual student. The pre-discussion also stimulates curiosity.


  • Why problems? Transfer, flexibility, context, example of theory in practice. Relevance




  • Role of the tutor? Guiding, monitoring, giving cues, asking (open) questions, expert

Tutor has to take care as well of the content objectives as the process, not by giving (mini) lectures but by stimulating interventions




Share with your friends:
1   2   3   4   5   6   7   8   9   ...   30


The database is protected by copyright ©psyessay.org 2017
send message

    Main page
mental health
health sciences
gandhi university
Rajiv gandhi
Chapter introduction
multiple choice
research methods
south africa
language acquisition
Relationship between
qualitative research
literature review
Curriculum vitae
early childhood
relationship between
Masaryk university
nervous system
Course title
young people
Multiple choice
bangalore karnataka
state university
Original article
academic performance
essay plans
social psychology
psychology chapter
Front matter
United states
Research proposal
sciences bangalore
Mental health
compassion publications
workplace bullying
publications sorted
comparative study
chapter outline
mental illness
Course outline
decision making
sciences karnataka
working memory
Literature review
clinical psychology
college students
systematic review
problem solving
research proposal
human rights
Learning objectives
karnataka proforma