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- Problem is an instructional materials presented to students to trigger their learning processes.

- It typically describe situations or phenomena set in real-life contexts, which require students to explain or resolve the presenting issues

- Problems initiate students’ learning processes, the quality of problems can be postulated to be crucial for students’ learning.
- How to measure of effectiveness of a problem?

-  The extent of correspondence between student-generated and faculty-intended learning issues could be used as a measure of the effectiveness of problems
Ref: Dolmans, Schmidt, and Gijselaers (1995)

-  The extent to which the problem leads to the intended learning issues is an important indicator of the problem effectiveness.

-   The functional characteristics of problems are likely to serve as appropriate indicators of problem effectiveness as these characteristics represent the objectives of PBL.

-   Problems stimulating thinking, problems enhancing analysis and reasoning, and problems stimulating self-directed learning can be used to measure the effectiveness of problems.
Characteristics of problems are perceived by students to be associated with good problems

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Function and feature characteristics of problems

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PBL spells F-U-N!  by Lauren, 5th grade
PBL is F-U-N!  You get to learn lots of cool stuff. It’s not about one boring thing. You get to learn about topics across subjects. You don’t have to work on four subjects at four different times. You can combine your learning. It’s less stressful.

I felt like I learned more about the topic through a project than doing worksheets. The social studies test at the end of the unit was easy for me. Guess what? I knew more than the test! Our whole class passed the test. We knew the facts but we also learned how to connect those facts and think things through.

In PBL, you get to work with new people and have collaboration. You don’t have to work all alone. It’s not so fun being by your self. Learning about others and what they bring to the group is important. It isn’t always easy to work with everyone, but that’s the real world. The way I see it is this. I might as well learn it all now while I’m still young.
https://www.bie.org/blog/viewpoint_on_pbl_what_students_say

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I wish I could say that it went well, but it did not. I tried to embrace the idea of exploration and let the project grow organically. I wanted the students to discover things for themselves. I floated around the room to answer specific questions about the assignment, and I worked to make sure that students were on task. Some finished the assignment pretty quickly, but others were still in the early stages when the project was nearly due. For their presentations, I got a friend who works in marketing to come in and provide feedback for their finished commercials (the authentic audience component of PBL). Out of 12 groups, only two were able to present by the end of the period, and they were scrambling to get their presentation together at the last minute. I felt like a failure.
https://www.edutopia.org/blog/learning-by-doing-teacher-transitions-pbl-shawn-canney

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https://www.slideshare.net/iosrjce/problem-based-learning-in-comparison-to-traditional-teaching-as-perceived-by-the-mbbs-students-of-a-north-indian-teaching-hospital

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http://slideplayer.com/slide/8696720/

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https://www.scholastic.com/teachers/blog-posts/shari-edwards/6-steps-designing-pbl-immigration-and-dna-project/

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https://docs.lib.purdue.edu/cgi/viewcontent.cgi?article=1135&context=ijpbl

Personally I feel that a good problem trigger should be something interesting yet easy for us to understand. I would like it to be interesting so that I would not get bored while researching for the information. Besides that, it would be good for it to be slightly difficult as what is the use of a problem trigger if it doesn’t trigger the mind and make us think out of the box. I don’t prefer problem triggers that are too easy and straightforward because it just seems too easy to be true and we might finish our task too fast. Thus not making full use of the time given from the 2nd breakout till the 3rd meeting. Nevertheless, I do not prefer them to be too difficult because at times the topic that we need to touch on is quite a lot yet there is not much time to research and comprehend the findings before presenting. There was a trigger which I think is interesting and all of the above. It was a problem trigger from one of the biochemistry lessons (last semester). The problem trigger was in a form of a riddle. To me it was fun and interesting, as we need to crack our head to solve and understand the problem trigger.

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https://www.slideshare.net/ehelfant/pbl-rubrics

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https://www.bie.org/blog/pbl_is_making_headway_in_higher_education

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https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3220337/
The overall student view was positive toward increased facilitation of physical assessment techniques during future PBL sessions, but 2 important limitations of the current learning sessions were identified. First, a 1-hour session was not an optimal length of time for physical assessment training. The average percentage of correct post-experience knowledge questions for the pulmonary and cardiovascular systems was <70%, suggesting that students may benefit from an increased amount of teaching time in the future and/or separation of the topics into segments focused on a single body system. Another limitation was the timing of the learning experience within the PBL program. Students felt that the insights they gained during the learning experience would have been useful for cases earlier in the PBL Group course; thus, earlier implementation may have been more beneficial to the students’ overall training. Use of the simulation stethoscope also had limitations. In some cases, the instrument's simulated sounds were muffled or indistinct. The instrument also required frequent recharging, which presented a problem when learning sessions were scheduled consecutively.

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https://www.youtube.com/watch?v=24Sbu7vC0XA

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How do you encourage teachers who are reluctant to try PBL? - Thoma (video 2/3)

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Suzie Boss asks Kate Thoma (assistant principal and former PBL teacher, New Albany Plain Local Schools), "How do you encourage teachers who are reluctant to try PBL?" Video 2 of 3

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http://slideplayer.com/slide/7591603/

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http://www.bie.org/object/document/project_assessment_map

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https://www.google.com.hk/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&uact=8&ved=0ahUKEwjQnMHmz5rXAhVH2LwKHVJLD9sQFggpMAA&url=http%3A%2F%2Fpbl101.weebly.com%2Fuploads%2F3%2F1%2F3%2F1%2F31318861%2Fpbl_scaffolding_list.doc&usg=AOvVaw07W7RTsZjtkObCCK7zUAoL

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https://www.slideshare.net/shaneminer/tbl-pbl-cbl-explanation

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https://www.slideserve.com/hollie/integrating-team-based-learning-pbl

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Comparing PBL with CBL: Efffects of major curricula shift at two institutions

Srinivasan, Malathi MD; Wilkes, Michael MD, PhD; Stevenson, Frazier MD; Nguyen, Thuan MS, MD; Slavin, Stuart MD

Academic Medicine: January 2007 - Volume 82 - Issue 1 - p 74-82
doi: 10.1097/01.ACM.0000249963.93776.aa

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Designing problems

I am going to share how we design problems in our institution, as i am medical faculty i am share what we do

we take a case may be any case if respiratory we are teaching we may take case of tuberculosis. Make story of tuberculosis from how the patient present in clinic to prevention and treatment. we divide the story into triggers. while making triggers it is assured that faculties from anatomy, physiology, pathology, microbiology, biochemistry, pharmacology, community medicine plus someone from clinical departments such as internal medicine are there. so that there is no mistake in triggers. While making triggers or problems at the same time we also design tutor guide. The tutor guide covers the learning needs of the students. The learning goals should match with curriculum goals. it should cover the must know area of the topic. In resource limited countries it is sometime difficult to gather all faculties in such condition we take standard text book of medicine and make cases (triggers) and try to cover learning goals of anatomy, physiology, biochemistry, microbiology, pathology, pharmacology, community medicine. This is how we design our problems.

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Seven principles of effective case design for a problem-based curriculum

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Seven principles of effective case design for a problem-based curriculum

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https://www.researchgate.net/publication/280860799_Seven_principles_of_effective_case_design_for_a_problem-based_curriculum

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I would like to share my experience in designing a case. Since we initiated PBL in Dentistry in our Institute for the first time, we had a challenge of designing new PBL triggers, tutor guides, schedules and process assessment. After going through the literature we obtained theoretical knowledge of case design and other institute's practice. A dedicated team was formed comprising of specialist of different subjects and program coordinators. The challenge was that none of us had any experience on PBL case designing. This team went through the curriculum to identify the common problems. Many specialties had their common problems defined in the curriculum which really eased our work. The team members consented on a topic. All the departments were requested to send their learning objectives for that topic. After all the objectives were gathered, then, we started brainstorming on designing the case. Team members discussed the triggers to think from student's level (taking into consideration their background knowledge). We kept on going back and forth to check whether all the faculty objectives were fulfilled in the case. The team also ensured that the case is interesting enough for the students to arose their curiosity. The trigger designing process was completed following multiple brainstorming sessions. Then the tutor guide was planned with each trigger having columns of student interaction and learning needs (Faculty objectives). The faculty objectives which could not be put in the triggers were put as mini problem. Mini problem had a case scenario with questions. Students were expected to go through the scenario which should interest them to answer the questions referring to different text books. The PBL block had to end with feedback, process assessment, review of the tutorials and seminar presentation. Students were provided with seminar topics group wise. The seminar topics were also chosen according to the faculty objectives.

After being subjected to the students (ie after PBL block), feedback from students and tutors on the triggers were also obtained. The triggers were then refined based on their feedback. The entire process has been very enriching for all of us.

Please also find an uploaded schedule of one week PBL session for dental caries above this post. This may help in understanding the process of PBL at our institute.

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Self-assessment is judging the quality of your own work. It helps students to develop an understanding and judgment of the work quality. Uncovering a gap in knowledge or in clinical performance motivates self-directed learners to try to close it. A gap discovered through self-assessment is more salient than one exposed by someone else. Reflection and self-assessment are essential components of skill-building for study and professional life. Factors affecting the level of self-assessment skills may encompass interaction of individual personality traits. Advantages of self-assessment are:

• Giving the student a sense of ownership of the student assessment process, which improves student motivation to learn

• Encouraging students to be responsible for their own learning, hence developing them as self-learners

• Treating assessment as part of the learning process, where mistakes are opportunities rather than failures

• Practicing the transferable skills needed for life-long learning, especially evaluation skills

• Using external evaluation to provide a model for internal self-assessment of a student's own learning

• Encouraging deep rather than surface learning.

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Designing a problem needs a multicentric or multi-discipline approach. In designing a problem, in medical field generally we see that it is opneing up a horizontal and vertical integration inclusive of holistic approach. We generally design PBL from second semester of year 1 MBBS progarmme which will continue in second year.

Students need a minimal basic background of their Anatomy, Physiology & Biochemistry, Pharmacology

PBL problem is not a lengthy one it is just a trigger may be to stimulate the group to proceed.

Example: Temporary hemiparesis (trigger)

totally 3 sessions will be involved weekly once say on Wednesday from 8-00 am to 11 am

Students have printed instruction made available

1st session

1. They receive the trigger/problem

2. Select Chairperson/rapportaure

3. Identify the difficult terminlogies & recognise cues

4. Formulate the problem form the trigger and information available (background knowledge, resources etc)

5. List the learning issues and they divide their work

6. Generate hypothesis from problem information and prioritize them.

This needs around 3 hours and they may discuss in groups in their hostels, libraries and again meet the subsequent weekday for 2 nd session and then 3rd sesssion.

It stimulates a deeper learning and the year 1 content shall enable them the normal body structure, function etc.

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Role of tutor in PBL

1.Tutors are important elements in success PBL tutorials.2.Tutor is not authoritarian.3.Tutors should have expertise in group facilitation.4.Tutor should be able to promote critical thinking of students.5.Tutor should be observer , guide and evaluator.

Referances:-

1.https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1115096/2.http://www.sciencedirect.com/science/article/pii/S18770428090000683.http://srsshodhsansthan.org/wp-content/uploads/2016/07/13-21.pdf4.https://fhs.mcmaster.ca/facdev/documents/tutorPBL.pdf

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A conceptual framework for developing teaching cases: a review and synthesis of the literature across disciplines

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A conceptual framework for developing teaching cases: a review and synthesis of the literature across disciplines

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PBL found a home in the hard sciences, including medical desciplines. PBL has not yet gained a firm footing in the humanities.

PBL eventually spread to other, quite different disciplines, like social work, business, and mass communications. In social work, PBL "is seen as appropriate…because of the breadth of the profession, the various intervention types used by the profession, and social work's integration of values alongside knowledge and skills" (Bolzan and Heycox 194). Though PBL gained a stronghold in medicine, the hard sciences, and the social sciences, especially in the 1990s and early 2000s, its presence in the humanities is less palpable, perhaps because of the ways PBL needs to be reimagined in order to fit within the scope of traditional plans of study (Savin-Baden and Howell 20).

Bill Hutchings and Karen O'Rourke advance a similar position. They argue in the journal Arts and Humanities in Higher Education that PBL can be used productively in literary studies, but only when adapted appropriately (Hutchings and O'Rourke 74). Consider that in traditional PBL, students take on a role within their group, and they act in this capacity for the entire tutorial. This aspect of PBL contradicts the spirit of literary studies. In a subsequent book-length study, Hutchings and O'Rourke assert that "literary studies is essentially a[n]…open-ended, critically contested…and creative subject that…encourages [students] to find their own intellectual pathways". Forcing students to select a job or role for the entire PBL process might be "counterproductive to the nature of learning within the discipline" (Savin-Baden and Howell 21).

Despite the difficulties in adapting PBL to certain kinds of literature courses, it seems that PBL could be utilized more easily in the teaching of rhetoric and writing. Indeed, "many writing classes at all levels…place students in different writing situations and ask them to respond to the situation appropriately and effectively" (Miles qtd. in Amador, Miles, and Peters 7).

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Pre and post PBL facilitator meetings are held at the beginning and the end of a system course. These informal meetings are generally chaired by the concerned system's course coordinator and the facilitators go through each trigger. The content of each trigger is discussed and facilitators with prior experience have the opportunity to give feedback and share their experience regarding the trigger.

This study showed that the pre and post PBL meetings had a role in ensuring the quality of our PBL facilitators. They did enhance facilitator comfort and knowledge with the triggers and were productive in improving the triggers. There is a need to assist our facilitators to be more confident about the finer facilitation skills to ensure that PBL as a curriculum delivery tool is an effective one.

http://web.imu.edu.my/ejournal/approved/7.Original_Sasikala.pdf

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Here is what I have read from - Chang BJ, Problem-based learning in medical school: A student's perspective, Annals of Medicine and Surgery 12 (2016) 88-89

A student's perspective on PBL

"PBL alone is not a one-size-fits-all curriculum concept. This has become rather apparent in the lack of a lecture for anatomy. Certain concepts are difficult to grasp from a dense anatomy excerpt; thus, having some form of lecture for subjects such as anatomy can be very helpful in understanding certain concepts."

"A more pressing issue identified was the pacing of sessions. While the session pacing seems comfortable for the majority of my peers, I have observed that students are sometimes left behind figuring out previous problems or ideas either due to not voicing their lack of understanding or by vocalization of a need to press on to cover all relevant parts for a session. However, timing is a delicate issue that likely cannot accommodate every student."

"I have been very satisfied with the decreased emphasis on memorizing minutiae that can be easily searched and the increased emphasis on thinking in various dimensions."

18. Do we need to conduct a pre-PBL exam and a post-PBL exam?

-Here is the link for the analysis of students' performance in pre-PBL and post-PBL exam from the book entitled Advances in Medical Education edited by A.J.J.A. Scherpbier, Cees P.M. van der Vleuten, J.J. Rethans, A.F.W. van der Steeg (2012)

- Pre- and post PBL exams analysis

- stating that the knowledge acquisition is enhanced to better integrate the Biochemistry and clinical information and performance in USMLE in total score significantly improved.

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-Here is the link for the analysis of students' performance in pre-PBL and post-PBL exam from the book entitled Advances in Medical Education edited by A.J.J.A. Scherpbier, Cees P.M. van der Vleuten, J.J. Rethans, A.F.W. van der Steeg (2012)

- Pre- and post PBL exams analysis

- stating that the knowledge acquisition is enhanced to better integrate the Biochemistry and clinical information and performance in USMLE in total score significantly improved.

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We can improve PBL modules by -including team members of cross-disciplinary or with widely divergent backgrounds and personalities -providing diagnostic feedbacks (Sharing feelings and experiences, discussing what worked well, discussing what needs change). Sharing information will lead to new questions and new projects. -helping educators set standards -designing instructions to teach more effectively.

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We can also need the stakeholders' feedback especially the quantitative and qualitative feedback from students, evaluation on the students' performance in internal and external exams or monitoring the internships and improve the necessary parts of module over the time.

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I think we can also get students to be the tutor/mentor for next years PBL students from the same course.

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A study was undertaken as a pilot project to introduce PBL as an innovative T-L method in
curriculum of Physiology at Dr. Shankarrao Chavan Government Medical College, Nanded.
In this study one PBL session was conducted on cardiovascular Physiology in Dept of Physiology at Dr.
S.C. Govt. Medical College Nanded, India. An MCQ test was conducted before and after PBL session. There was significant difference in scores of students before and after PBL session                                                    http://www.iosrjournals.org/iosr-jdms/papers/Vol9-issue6/C0960812.pdf?id=7021

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A review article has provided an overview of the process of PBL and the studies examining the effectiveness of PBL. It has also discussed a number of studies that have examined the process of PBL and how its various components impact students’ learning.
The review concluded that the studies comparing the relative effectiveness of PBL are generally consistent in demonstrating its superior efficacy for longer-term knowledge retention and in the application of knowledge. Studies on the process of PBL, however, were still inconclusive as to which component(s) of PBL most significantly impact students’ learning, although causal studies have demonstrated that all the phases of PBL are necessary in influencing students’ learning outcomes.
However, the review suggested that student engagement with the problem is sufficient to enhance students’ learning gains over the traditional approach and the collaborative component did not make a significant difference to student learning.
The authors thus recommended more rigorous controlled experimental studies to further uncover the mechanisms behind how PBL works.

http://www.sciencedirect.com/science/article/pii/S2452301116300062

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An empirical study adds further evidence to the effectiveness of PBL. The authors randomly assigned groups of students to one of three conditions (PBL, lecture-based or self-study groups) and found that students in the PBL group had a higher likelihood of conceptual change, outperforming those assigned to both of the other two conditions in conceptual tests immediately after the lesson, as well as in a delayed post-test after one week.

https://www.sciencedirect.com/science/article/pii/S0959475215000201

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"very useful anywhere you go..."
"working together with people, collaboration, learn own role in group of different background"
"really helps for honours students"
"encounter conflict resolution,.. to get best resolution"
"learn more about leadership"
"definite relevance for future"
{Students' opinions about PBL learning, Maastrich University}

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For evaluation I want to share what we do in our institute, while evaluating students in theories we select three modes of evaluation ie, MCQs, SAQs and PBQs. PBQs are problem based questions and the motive is to evaluate the competency in PBL. In PBQs we give a scenerio to the student of a case, attached to which have questions of different subjects such as anatomy, physiology, biochemistry, pathology, pharmacology, microbiology. By the questions we judge whether the students have the knowledge of the subject. It's my personal view that it will fail to evaluate judging the PBL process the students have gone through. The thing we can test by this method is we will find weather the PBL have fulfilled the curricular objective or not. As we are doing hybrid method of teaching and learning ie, both PBL and traditional method we have not devised method to judge their PBL competency in practical examinations.

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Project Based Learning (PBL) - Across Disciplines and Across Cultures

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PROBLEM-BASED LEARNING: THE FUTURE FRONTIERS

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PROBLEM-BASED LEARNING: THE FUTURE FRONTIERS

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PBL approaches in a curriculum usually include the following characteristics (Tan, 2003):
 The problem is the starting point of learning.
 The problem is usually a real-world problem that appears unstructured. If it is a simulated problem, it is meant to be as authentic as possible.
 The problem calls for multiple perspectives. The use of cross-disciplinary knowledge is a key feature in many PBL curricula. In any case, PBL encourages the solution of the problem by taking into consideration knowledge from various subjects and topics.
 The problem challenges students’ current knowledge, attitudes and competencies, thus calling for identification of learning needs and new areas of learning.
 Self-directed learning is primary. Thus, students assume major responsibility for the acquisition of information and knowledge.
 Harnessing of a variety of knowledge sources and the use and evaluation of information resources are essential PBL processes.
 Learning is collaborative, communicative and cooperative. Students work in small groups with a high level of interaction for peer learning, peer teaching and group presentations.
 Development of inquiry and problem-solving skills is as important as content knowledge acquisition for the solution of the problem. The PBL tutor thus facilitates and coaches through questioning and cognitive coaching.
 Closure in the PBL process includes synthesis and integration of learning.
 PBL also concludes with an evaluation and review of the learner’s experience and the learning processes.

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Infusion or Confusion of Problems in Education

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A descriptive study was conducted with 28 nursing students in Macao and 23 nursing students in Shanghai to explore students' views on the effectiveness of problem-based learning (PBL). The PBL Evaluation Questionnaire was used. It used a 20-item self-report Likert scale with a 5-point response choice (1=ineffective and 5=very effective). The value of the content validity index tested by five experts was determined as one and the internal consistency (Cronbach's alpha) was 0.90. The test-retest reliability with a two-week internal check was 0.89. Two open-ended questions were asked to determine students' comments on the positive and negative features of PBL. The response rate was 100%. Overall, students considered PBL to be moderately effective with a mean of 3.58 (S.D.=0.52). Students from Macao considered PBL to be less effective than students from Shanghai. However, half of the Macao students and 21.74% of the Shanghai students indicated that PBL was a time-consuming and stressful process that involved an increased workload. A small number of students indicated that sometimes the information they received was vague and this resulted in a lack of student confidence. It is clear that the initial implementation of PBL is not always a smooth process. Tutors should be prepared to provide students with substantial support in developing their understanding of PBL, and help students develop appropriate strategies for coping and engaging in the PBL learning process.
http://www.sciencedirect.com/science/article/pii/S0260691710001863?via%3Dihub

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How much frame time and learning management in each semester is student expected to spend on the project and on the traditional lectures? 

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How much frame time and learning management in each semester is student expected to spend on the project and on the traditional lectures? 

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Jyotsna shared her experience, “at our institute in the first and second year MBBS, every unit begins with PBL block. Within the PBL block, lectures are kept bare minimum. You would have also noticed this in the schedule which I shared earlier. There are some colleges in Nepal practicing conventional lectures too for the same subject which was taught by PBL. We argue that the self-directed learning, inquiry based approach are not inculcated in students if they know teacher is going to teach conventionally anyways.”

Sadaf Durrani contributed a discussion on the above question:

Time management is an appropriate measure as self-directed learners need to make effective use of their timeline. If students spend too much time in one activity like searching for materials, there may not be enough time for synthesis or productive group input into the PBL.

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Projects make take anywhere between 6-8 weeks, novice PBL students were reported to be overwhelmed by their tasks. Only as they progress through the program they were better able to determine the depth of information required and managing human resources for the task breakdown. This means for beginners the PBL process will consume more time than traditional style learning.

In a study by Schmidt, 1993 it was found that PBL students spend far more time in non-scheduled activities related to their problem in contrast to traditional learners who spent their time in educational activities set out by the lecture. Traditional track students use most of the faculty prepared course syllabi, which are teacher directed, they were found to use the library resources less than 4 times a year whereas PBL students were found using almost all library literature on weekly basis. This learning management process added competency in PBL students for information seeking skills. (Evensen DH 2013)

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Is there a barrier to participate in PBL for those new to online learning? 

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Is there a barrier to participate in PBL for those new to online learning? 

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Sadaf Durrani contributed her discussions for the above question.

Meta cognition and social factors have a strong influence on PBL.
Problem-based study would cause some dislocation for those used to the traditional system as the inspiration has to be found.

Procedural knowledge, such as written and oral communication skills, teamwork skills, problem-solving skills and self-directed learning skills, and attitudinal knowledge, such as disposition for life-long and self-directed learning, respect for other people’s opinions, ethical behaviour, concern for the community’s welfare and for the environment, are all factors that new PBL students struggle with if they have taken up this approach too early in their learning career.  (Ribeiro 2011)
•Barriers for new PBL students
•Coping with missing tutor input and absence of guided discovery styles.

•lack of  torchbearer role i.e. 'teacher'.
•Lack of pre-requisite knowledge of the problem as well as the process of PBL. They are learning about the problem and method at the same time.
•Dealing with the dynamics of the social interactions, immaturity/  unfamiliarity/ absence of certain group members.

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(1) be of suitable format (such as length of text and use of visuals), (2) be sufficiently clear, (3) lead to the intended learning objectives, (4) be familiar to students, (5) be of appropriate difficulty level, (6) be applicable/relevant (for instance, to other modules/ future work), (7) interest students, (8) promote selfdirected learning, (9) stimulate critical reasoning, (10) encourage teamwork, and (11) trigger elaboration.

References : https://pdfs.semanticscholar.org/155f/9924f70bd34c...