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Faculty of Health & Social Work
The use of online conferencing/managed
learning environments to support problem-based
learningAlec RickardLecturer in PhysiotherapyUniversity of [email protected]
Faculty of Health & Social Work
Content
Background information– Problem based learning (PBL)– Potential issues/concerns
ePBL project– Aims– Development– Pilot– Year roll-out
ePBL v2.0?– evaluation
Faculty of Health & Social Work
Background information – PBL
PBL is:‘an educational method which uses
carefully constructed clinical problems as a context for students to learn problem-solving skills and acquire knowledge about the basic and clinical sciences.’
(Albanese and Mitchell, 1993 cited by Johnson and Finucane, 2000: 281)
Faculty of Health & Social Work
Background information – PBL
PBL has become increasingly popular in health education (Reynolds, 2003)
Educational philosophy for School of Nursing, Midwifery and Community Health at Glasgow Caledonian University (Docherty et al, 2005)
Peninsula Medical School (PMS) incorporated it into its curriculum from inception (PMS, 2006)
BSc (Hons) Physiotherapy programme at UoP designed around a PBL approach.
Faculty of Health & Social Work
Background information – Potential issues with PBL
Discrepancies in groups’ and individuals’ performances
Potentially useful information not disseminated to all groups
Do students reflect effectively on their contribution/performance?
Faculty of Health & Social Work
Background information – Potential issues with PBL
Johnson et al (2000): – Group dynamics in PBL may powerfully
influence its efficacy– Ineffective group members may seriously
compromise their learning – The need for active participation in
tutorials.
Faculty of Health & Social Work
“ePBL” Project
Could learning technologies be utilised?
Web-based Online conferencing Managed learning environment (MLE) /
portal.
Faculty of Health & Social Work
Project Aims
To explore how existing strengths of PBL can be maximised
To facilitate the overall learning experienceBy:– Facilitating the storage, retrieval and
dissemination of the information derived from groups' objectives.
Faculty of Health & Social Work
Project Aims
Salmon (2002) suggests online conferencers are often more willing to try things out than they would in face-to-face situations
Can also be more fun/playful and still promote learning and reflection.
Faculty of Health & Social Work
Project Development
Readily available/accessible options E-mail & online conferencing software
– Outlook Web Access
Managed learning environment (MLE)
– EMILY (Blackboard platform).
Faculty of Health & Social Work
Pilot
One 2nd year PBL group (8 students) Convenience
Outlook Web Access Familiar environment Simple (?)
– Set-up (sub-folders)– Control of permissions
Faculty of Health & Social Work
Faculty of Health & Social Work
Results of Pilot
7/8 completed the questionnaire All 7 stated:
the online conference was a useful addition to their PBL experience
facilitated their access to and exchange of information
was easy to use.
Faculty of Health & Social Work
Results of Pilot
3 had initial access problems– 2 continuing intermittent
Mainly when off campus
Faculty of Health & Social Work
Results of Pilot
6 = would be useful for accessing other groups’ information at the end of a scenario
1 concerned it would affect the amount of work individuals completed, knowing they could potentially just wait until the end and use everyone else’s.
Faculty of Health & Social Work
Results of Pilot
“I thought it was an excellent addition... You are always limited by time in the Friday PBL session, there is so much information to disseminate in 2 hours; being able to share 'full-text' type research is extremely helpful and definitely enhances the depth of knowledge you can gain.”
Faculty of Health & Social Work
Results of Pilot
“I enjoyed participating in the online conferencing as it enabled group members who maybe are more of reflective learners and therefore less vocal within the seminar session to be able to place information up on the folder to enable the rest of the group the opportunity to view the work that they might not have seen otherwise.”
Faculty of Health & Social Work
Results of Pilot
“I think this system works well as long as everyone contributes and puts information up in the folders and continues to do so throughout the module or year.”
Faculty of Health & Social Work
Roll-out
To whole year group
Well received by those who could access it!– Problem with different student accounts/
different servers '@students.plymouth.ac.uk' or
'@students.pahc.ac.uk'
Faculty of Health & Social Work
ePBL v2.0?
Readily available/accessible options E-mail & online conferencing software
– Outlook Web Access
Managed learning environment (MLE)– EMILY (Blackboard platform).
Faculty of Health & Social Work
Faculty of Health & Social Work
Faculty of Health & Social Work
Faculty of Health & Social Work
Full Evaluation
Focus groups Staff Students (1-2 reps from each PBL groups)
Questionnaire to year group
Faculty of Health & Social Work
Focus Group – key objectives
Staff: Change in group working/PBL sessions
as a result? How much it is utilised by the students
and themselves? Any particular features/improvements?
Faculty of Health & Social Work
Focus Group – key objectives
Students Has it improved the PBL “experience”? How much is it utilised? Any particular features/improvements?
Faculty of Health & Social Work
References
Docherty, C. Hoy, D. Topp, H. and Trinder, K. (2005) eLearning techniques supporting problem based learning in clinical simulation. International Journal of Medical Informatics, 74(7-8): 527-533.Johnson, S.M. and Finucane, P.M. (2000) The emergence of problem-based learning in medical education. Journal of Evaluation in Clinical Practice, 6(3): 281-291.Peninsula Medical School (2006) Undergraduate Prospectus 2007. Plymouth: Peninsula Medical School.Reynolds, F. (2003) Initial experiences of interprofessional problem-based learning: A comparison of male and female students' views. Journal of Interprofessional Care, 17(1): 35-44.Salmon, G. (2002) E-tivities: The key to active online learning. London: RoutledgeFalmer.