PROBLEM-BASED LEARNINGSTUDENT-CENTRED LEARNINGADULT LEARNINGOva EmiliaGadjah Mada University Faculty of Medicine

I seek a method by which teachers teach less and learners learn more Johann Comenicus, writer of the first illustrated textbook (1630)

What is the background of such statement?

Students just sitting in classes listening to teachers? Or.Students must talk about what they are learning?

Students must write reflectively about what they are learning? Or.Students must discuss what they are learning among students?How do we learn best?

How can I get my students to think? is a question asked by many faculty, regardless of their disciplines (Duch, 1996).

What really happened with the students and teachers as well?

SubjectLearnerTeacherDominanceTCL

SubjectLearnerTeacherDominanceSCL

Learner-centrednessIndividual discovery

True learning is based on discovery guided by mentoring rather than the transmission of knowledge(John Dewey)

Learner-centrednessIs the perspective that couples a focus on individual learners heredity, experiences, perspectives, interest, capabilities and needs. It also focus on the best available knowledge about learning and how it occurs and teaching process that are effective in promoting learner motivation of highest degree

The basic principle of adult learning

Learner-centrednessEmphasis what learners know rather than what they do not know (humanistic teaching)Learning through experience, mean more self directed (generic skills/soft skills)Learning strategies becomes important (generic skills/soft skills)

KnowledgeTeacherStudentsFamily &communityTeacher-centered instructionCurriculumGBPP & SAP

KnowledgeTeacherFamily & communityStudents: individual & collaboration

Student-centered learning

Student- CentredProblem-basedLearningCase-studyPatient-basedLearningProject-basedLearningPractice-basedLearningStudent-Centred LearningExperientialLearningLearningContractAdaptiveLearningIndependentLearningCollaborativeLearningContextualLearningWork-basedLearningCommunity-basedTask-basedLearningSelf-DirectedLearning

The Learning PyramidTeach othersLectureDiscussion groupDemonstrationAudiovisualReadingPractice by doing5%10%20%30%50%75%80%AverageRetention RateNational Training Laboratories, Bethel, Maine, USA

S P I C E S STRATEGYStudent-centeredProblem-basedIntegrated curriculumCommunity-oriented Elective Systematic

Problem-based learning(PBL) is an instructional strategy:

Students confront contextualized & ill-structured (messy) problems

Students strive to find meaningful solutions (Rhem, 1998).

2. (PBL) is an instructional method:

challenges students to learn to learn, working cooperatively in groups to seek solutions to real world problems

(Duch, 1996).

3. (PBL) is a method of learning:

students first encounter a problem

followed by a student-centered inquiry process

(Neufeld & Barrows, 1974; Schmidt, 1993; Boud & Feletti, 1997; Barrows, 2000).

4. PBL prepares students:

to think critically and analytically

to find and use appropriate learning resources (Duch, 1996).

MODULETutor as facilitatorA group of studentsTutorial: adult learner respect communication skills responsibility self-aware / self-evaluation learn to learn student centered self-directed learning

The rationale for PBLActive participation in learning is more satisfying than passive transfer of information from the teacher to the student

That active learning leads to enhance retention and recall (Bransford, Brown, Cocking, 2000).

Elaboration promotes connectedness of ideas and concepts

Elaboration fosters cooperation rather than competition among students(Schmidt, 1983; Schmidt & Moust, 2000).

The exploration of prior knowledge The formulation of inquiries derived from and defined by the learners need to know The active construction of meaning through dialogue and reflection.. promote long-term retention of newly acquired information (Schmidt, 1983; Regehr & Norman, 1996).

PBL curricula are often integrated across the sciences : basic to clinic, among departments among activities (clinical skills) doctor-patient-society courses that have traditionally been restricted to particular years of the curriculum (Walton & Matthews, 1989).

The integration of subjects also permits and emphasis on other important aspects of the training of future competent health professionals (Neufeld et al., 1997): communication, teamwork professional attitudes values & ethics

What PBL does?1.PBL ends up orienting students toward meaning-making over fact-collecting

2.The students learn via contextualized problem sets and situations within small-group discussion

3.The students achieve higher levels of comprehension

4.The students develop more learning and knowledge-forming skills and more social skills as well

5. This approach to teaching brings prior knowledge into: play more rapidly, and ends up fostering learning that adapts to new situations and related domains as quickly and with the same joyous magic as a stone skipped over a body of water

6. PBL emphasizes active student-centered learning in which students are challenged to: examine inquire reflectmake meaning, andunderstand the sciences basic to medicine as they develop approaches toward the solution of defined problems in a context relevant to their future professional careers

7.Typically:

five to eight students work collaboratively in a group (tutorial) together with one or more faculty facilitators (tutors)

to identify and define problemsto develop hypothesisto explain the problem(s), andto explore pre-existing knowledge relevant to the issues.

8. Students determine and explore what they already know and what they need to learn in order to advance their understanding of the problem(s)

9. Axiomatic to PBL is that the problem comes first without advance readings, lectures, or preparation, serving as stimulus for the need to know

Tell me and I will forgetShow me and I will rememberInvolve me and I will understandStep back and I will actChinese proverb

*3. PBL, SCL and Adult Learning Block 1.1, August 1, 2008 Week 1 International Programmedr. Ova Emilia, Sp.OG, M.Med, Ed., Ph.D*3. PBL, SCL and Adult Learning Block 1.1, August 1, 2008 Week 1 International Programmedr. Ova Emilia, Sp.OG, M.Med, Ed., Ph.D*3. PBL, SCL and Adult Learning Block 1.1, August 1, 2008 Week 1 International Programmedr. Ova Emilia, Sp.OG, M.Med, Ed., Ph.D