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Hands-on Workshop on PBL –DSMA
Prof.Marlar Than
Dr.Wai Phyo Win
25th & 26th January 2012
25th & 26th January 2012
Hands-on Workshop on PBL –DSMA
CONTENT
EXPERIENCEPROCESS
COGNITIVE
RECALL
APPLICATION
REASONING
RECEIVINGRESPONDING INTERNALISING
PSYCHOMOTOR COMMUNICATION SKILLSINTERPERSONAL SKILLSATTITUDINALPROFESSIONALISMTEAMWORK
XX
√
25th & 26th January 2012
Hands-on Workshop on PBL –DSMA
Cognitive outcomes- In written and clinical examinations- differences between PBL & traditional curriculum graduates are small; and do not favour PBL
Non-cognitive domains (Attitudes, Interpersonal skills, Affective outcomes)- substantial advantages for PBL
Self-directed learning, long-term outcomes- weak evidence in favour of PBL
PBLTraditional
Geoff Norman, McMaster University Medical School (AMEE Conference, Lisbon 2002)
25th & 26th January 2012
Hands-on Workshop on PBL –DSMA
YES!!!!
Mac Master, Maastricht, NSW
NO!!!-Many newcomers
YES, BUT….
25th & 26th January 2012
Hands-on Workshop on PBL –DSMA
EFFECTIVENESS
OF PBLs
LEARNER
FACILITATOR
TRIGGERS
MOTIVATION
CHANGING ROLES (passive – active)
CHANGING ROLES
[ from fact provider to facilitator]
APPROPRIATENESS
[relevance,depth/
breadth, complexity]
Seldom assessed
25th & 26th January 2012
Hands-on Workshop on PBL –DSMA
The impact of this learning format (PBL) must be appraised/ reviewed
Monitor student growth
Adjust if and as necessary to fit needs / strengthen/ correct weaknesses
Some preliminary studies have shown that PBL process grades correlate well with academic performance (NBDE examinations)
25th & 26th January 2012
Hands-on Workshop on PBL –DSMA
OBJECTIVES OF PBL in most schools are:-
Capable of integrating topics/subjects Able to perform self-directed learning Capable of working in a group Develop self-confidence Able to retain knowledge Capable of communicating effectively Group learning, research and communication skills
25th & 26th January 2012
Hands-on Workshop on PBL –DSMA
LEARNERS - On preparation, organisation, overall contribution of each student to the group
ENSURING KNOWLEDGE OF A SPECIFIED DOMAIN, AND TRANSFERRING KNOWLEDGE TO NOVEL SITUATIONS
FACILITATOR ASSESSMENT- During the PBL process or end of block
25th & 26th January 2012
Hands-on Workshop on PBL –DSMA
LEARNERS TO SELF- ASSESS ( i.e. REFLECT ) :
It is important for students to identify gaps in their knowledge base
It allows students to think more carefully of what they know/do not know and what they need to know to accomplish certain tasks
25th & 26th January 2012
Hands-on Workshop on PBL –DSMA
HOW DID WE DO AS A GROUP?
WHAT WENT PARTICULARLY WELL?
WHAT COULD I HAVE DONE BETTER?
WERE THERE DIFFICULT SITUATIONS?
WAS ANYTHING PARTICULARLY HELPFUL?
SOME QUESTIONS USEFUL IN SELF-ASSESSMENT
25th & 26th January 2012
Hands-on Workshop on PBL –DSMA
ASSESS FACILITATOR- It is important that facilitators do not dominate the group, but facilitate learning and exploration
PEER ASSESSMENT – Viable option to measure student growth because life outside the classroom requires working with others
25th & 26th January 2012
Hands-on Workshop on PBL –DSMA
ASSESS (CONTENT & PROCESS)
DECISION
PBL PROCESS
SUMMATIVE Vs. FORMATIVE
25th & 26th January 2012
Hands-on Workshop on PBL –DSMA
MOST SCHOOLS FAVOUR FORMATIVE ASSESSMENT
FORMATIVE ASSESSMENT Is used to monitor students’ progress through a course or period of training…feedback into the teaching/learning PROCESS (Gipps, 1994)
FEEDBACK SHOULD BE:
TIMELY
SPECIFIC
ACCURATE
NOT EMBARRASSING
SUFFICIENT
CONSTRUCTIVE
RELEVANT
25th & 26th January 2012
Hands-on Workshop on PBL –DSMA
FEEDBACK Should also encourage the students to explore different ideas.
25th & 26th January 2012
Hands-on Workshop on PBL –DSMA
PBL PROCESS ASSESSMENT WORKSHOP ( GET CONSENSUS ON WHAT, HOW, WHOM) ; TRY OUT ASSESSMENT FORMS
STUDENT TRAINING BY FACILITATORS TRIAL RUN FOLLOWED BY
AMENDMENTS IF NECESSARY
25th & 26th January 2012
Hands-on Workshop on PBL –DSMA
….start with assessing the IMU’s PBL
process assessment forms and criteria
25th & 26th January 2012
Hands-on Workshop on PBL –DSMA
Capability to integrate topics/subjects Ability to perform self-directed learning Capability to work in a group Self-confidence Retention of knowledge Communication skills Research capability (information seeking & critical thinking) Effectiveness of Facilitators
Can we adopt the IMU form to assess ?
25th & 26th January 2012
Hands-on Workshop on PBL –DSMA
YOUR OPINIONS……????
25th & 26th January 2012
Hands-on Workshop on PBL –DSMA
25th & 26th January 2012
Hands-on Workshop on PBL –DSMA
REFERENCES:
Formative and Summative Assessment by S.McAleer . Chapter 27 in In: A Practical Guide for Medical Teachers by J.A.Dent & R.M.Harden. Churchill Livingstone , 2002
A. Sefton (2002) : What is the Tutor’s role in Assessment?In: A Practical Guide for Medical Teachers by J.A.Dent & R.M.Harden. Churchill Livingstone , 2002, p 165- 167NBDE (National Board Dental Examination) Scores
and PBL Process Grades- iadr.comfex.com/iadr/2004/Hawaii/techprogram
Assessment of PBL ; Evaluating curriculum; – http://edweb.sdsu.edu
PBL – http://score.rims.K12.ca.us/problearn.html
Facilitator Performance Facilitator Performance EvaluationEvaluation
1.1. Develops, maintains or is capable of Develops, maintains or is capable of recognizing a positive and recognizing a positive and productive learning environmentproductive learning environment
- -
25th & 26th January 2012
Hands-on Workshop on PBL –DSMA
Criteria of a good Criteria of a good facilitatorfacilitator
• Not dominatingNot dominating• Can guide students to achieve goalCan guide students to achieve goal• Have experiences to guide studentsHave experiences to guide students• Training?Training?• Have knowledge regarding PBL process?Have knowledge regarding PBL process?• Can stimulate all learners to become Can stimulate all learners to become
active learnersactive learners• Can encourage quiet learnersCan encourage quiet learners
25th & 26th January 2012
Hands-on Workshop on PBL –DSMA
Criteria of a good Criteria of a good facilitatorfacilitator
• FlexibilityFlexibility• Eloquent Eloquent • Critical thinking, open mind, Critical thinking, open mind, • Constructive criticism – FeedbackConstructive criticism – Feedback• Time managementTime management• Active, interest in PBL processActive, interest in PBL process• MotivatedMotivated
25th & 26th January 2012
Hands-on Workshop on PBL –DSMA
Criteria of a good Criteria of a good facilitatorfacilitator
• Role modelRole model• Non pragmatic Non pragmatic • Good communication skillGood communication skill• Non discriminatoryNon discriminatory• Should have updated knowledgeShould have updated knowledge• Can establish good rapport with Can establish good rapport with
studentsstudents• IT literate IT literate 25th & 26th January 2012
Hands-on Workshop on PBL –DSMA
PBL Assessment GuidePBL Assessment Guide
1. Communication Skills1. Communication Skills
2. Team work2. Team work
3. Cognitive skills3. Cognitive skills
4. Demonstration of knowledge4. Demonstration of knowledge
5. Presentation mode5. Presentation mode
6. Professionalism and attitude6. Professionalism and attitude
25th & 26th January 2012
Hands-on Workshop on PBL –DSMA
PBL Assessment GuidePBL Assessment Guide
1. Communication Skills1. Communication Skills
2. Team work2. Team work
3. Cognitive skills3. Cognitive skills
4. Demonstration of knowledge4. Demonstration of knowledge
5. Presentation mode5. Presentation mode
- effort and style of presentation- effort and style of presentation
6. Professionalism and attitude6. Professionalism and attitude
25th & 26th January 2012
Hands-on Workshop on PBL –DSMA