Problem-based learning

Problem-based learning ( PBL), and Problem-Based Learning (PBL ) is a form of learning in which first a problem is important, for the learners should largely independently find a solution. The following comments relate to the use in medical education, where the PBL has proven particularly useful and is very popular ( on the part of learners and teachers ). However, they are mainly applied to other areas of education.

Introduction

One of the teaching methods that should be used in training and further education, and in the study, the problem -based learning ( PBL). This means self-determined and discovery learning, action-oriented lessons, cross-curricular learning and self-evaluation. Here, students learn to analyze a topic or question to find appropriate information sources and to use, and finally to compare solutions, select and implement. Here, the teacher is replaced by a tutor in the classical sense or even completely missing ( see below). Of the participants, more initiative and thus more self-directed learning is expected. The practical training sessions are based directly on the subject. So this kind of education and training is also a preparation for the profession, in the common problems are self-employed to solve and is worked in groups.

The central feature of this pedagogical approach is that real and complex problems in the everyday work are the starting point of learning. The learning material is problem-oriented and thus practice outside of traditional school subjects, ie always interdisciplinary, in practical case studies developed by the learner.

History

The origins of PBL lie in the pedagogical ( John Dewey Laboratory School in 1900 ) and the technical field: A publication of Shoemaker from 1960 describes ( s ) to any action in the context of the training of engineers. In Medical Education PBL was first introduced in 1969 by the McMaster Medical School ( McMaster University) in Canada. Since then, it has been implemented at numerous universities worldwide and now plays in university education an important role. Partial university foundations were also aligned specifically to the problem-based learning, such as opened in 1976, Faculty of Medicine, University of Maastricht.

PBL in Germany

At the Private University of Witten / Herdecke, there was the first time PBL in Germany since 1992 as a teaching method in medical school ). Officially could PBL in medical education for the first time in the winter semester 1999/2000 are available at the Charité Berlin in parallel to the control program. This was legally possible through an experimentation clause in the former German licensing regulations. With the introduction of a new licensing regulations, the introduction of PBL at many medical schools in Germany was discussed and completed. Such a reform study medicine at the Ruhr- University Bochum was generally parallel to the course of study for the winter semester 2003/2004. Also on faculties such as Cologne and Aachen reform and pilot programs with PBL elements were introduced. With the introduction of the model program in medicine at the Charité in the winter semester 2010/2011 of the reform and control program was replaced and PBL and POL for all students as a compulsory lesson format.

How does PBL

An authentic written and complex problem is the starting point in the rule.

The instruction execution described here, developed at the University of Maastricht is also called " methodology of the 7- jump ".

In medical training, the problem is often a specially designed case. In general, the case is presented in a small group, moderated a specially trained PBL tutor (whether the tutor must be an expert on the subject or just for the treated in the fall theme, or even just for the application of PBL method in Medical Education disputed). Following the case presentation questions are formulated to each case together. Especially at the beginning of the study, it is not objective to provide a specific diagnosis at the end ( a PBL case is not a " crime rate " ) to develop and to understand, but the basic relationships. Students are expected within the framework of PBL should develop the jointly formulated questions until the next PBL conference independently and then discuss the results together with the PBL tutor. PBL may well also mean that students between the seminars will have the opportunity to work in the macroscopic anatomy on cadavers or perform biochemical or physiological experiments to develop in this way their learning objectives.

PBL curricula are not classically divided into pre-clinical, clinical theory and clinical practice subjects. Rather, the content usually translate into thematic blocks, such as " The musculoskeletal system " or, organized the interdisciplinary nature of this approach, "Before the birth."

Objectives

Problem-based learning is to promote the acquisition of flexible use of knowledge, the development of fan- border skills and better problem -solving ability. Social skills and team skills here are key skills that can be acquired in this training.

PBL can not replace traditional teaching and learning methods such as the classical lecture; However, this supplement.

Effects

Scientific studies suggest that students who have passed through a PBL curriculum, some have less knowledge in the theoretical foundations of medicine, but compensate for this by better clinical knowledge. As largely hedged may be that medical students who have primarily studied PBL -based, in the state examinations and other "conservative" written tests ( here especially in the form of multiple choice questions ), the students from other curricula are not inferior. ,

Changing role in faculty and participants

In a problem-based learning environment a role change from student to participants takes place. The customized and passive in the customary teaching students as a participant in the changed, new learning environment called for independent, self- responsible, self- reflective, communicative and a team player to act. When learning a more application- enabled knowledge to be approached. The motivation, interest and learning enthusiasm of the participants is higher than in the conventional teaching method. But in teacher takes a role change from teacher to tutor from specialists rather than generalists. They take a variety of professional tasks: You represent and structure without having to constantly monitor the participants, they provide impetus, support and advice without leaving the participants themselves. Participants experience the tutors as competent learning consultant, coach and problem solver. It should be noted at this point that a tutor ( or coach ) is not essential for the PBL. Groups that are familiar with the method can completely independently translate their learning needs into learning goals and develop these. This is difficult in most so-called " hybrid curriculum " where PBL only occasionally will be used.

Obstacles

PBL -based teaching is mainly in the implementation of very complex and means for the faculty also substantial investment. For instance, a completely new curriculum be created, faculty members need to be trained to PBL tutors, and last but not least a certain minimum equipment is required. For example, a far greater number of classrooms is needed than usual, and the library must be equipped so that students can research your there PBL cases useful. Finally, PBL calls for a rethink on the part of teachers ("from say at the stage to guide by the side" ). Increased investment in terms of higher financial expenses, but not necessarily to be expected if, for example through the use of student tutors or scientific assistants in the PBL is less highly paid professional staff to use.