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At the end of each block students can complete a programme evaluation questionnaire, which includes questions about the quality of the problems. Questions address the clarity of problem descriptions, whether useful group discussions were stimulated, and whether independent learning was stimulated. Results may be discussed during  block evaluation report. When results concerning the quality of the problems fall below than expectations, there is reason to record learning issues during the next academic year.
(Ref: Dolmans, D & Snellen-Balendong, H. (2000) and Problem Construction. Produced by Datawyse.)
(2) Assessment of student knowledge draws on a

combination of performance products, examination, and reflective exercises. The evaluation components focus on:

- Student understanding of the core change theories,

- Student ability to think analytically and to apply change theories to the

design and implementation of systemic change strategies,

- Student teamwork,

- Student perceptions of their own learning,

- Student feedback that can improve the design and implementation of

the PBL project.
(Ref: Hallinger P & Bridges EM,

A Problem-based Approach for Management Education: Preparing Managers for Action)

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Are there any conceptual framework to develop a case?

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Are there any conceptual framework to develop a case?

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Is the theme relevant to the real world around the students? 

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Is the theme relevant to the real world around the students? 

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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 opening 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.

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According to Deborah Allen 2008,  three steps are used to develop an effective problem.

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According to Deborah Allen 2008,  three steps are used to develop an effective problem.

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Step 1: Identify and writing learning objectives in your course: indentify several learning objectives for your PBL development, consider both content and process goals. Plan how these learning objectives be addressed; decide what kind of problem or activity would you assign. Step 2: Outline scenario; Identify a real-world context; Name a realistic application of the concept. Add storytelling to end of chapter problem. Add motivations, require students to go beyond routine learning, do research, include decision making, analysis or both; Check what learning objectives are evident in the scenario. Step 3: Draft a problem, Outline a problem, Create a story board; Good PBL problem has multipage, multi-stage construction, progressive disclosure. Not all information is given in the chapter or text; Students should look for resources Challenge students to come to consensus, reach conclusions and make judgements.Allen Deborah. Writing effective PBL problems. University of Delaware. http://www1.udel.edu/pbl/southwesterncc/PBL-problem-writing.pdf

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A Conceptual Framework for Designing Problems in PBL
Well-designed problems are crucial for the success of problem-based learning (PBL). A 3C3R PBL problem design model suggests that a conceptual framework for systematically designing optimal PBL problems.
3C3R model comprises two classes of components: core components and processing components. (Hong W 2006)[

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Three Core components support content and conceptual learning. Content and context are primarily concerned with the issues of appropriateness and sufficiency of content knowledge, knowledge contextualization, and knowledge integration.

Processing components that concern students’ cognitive processes and problem-solving skills including Researching, Reasoning and Reflecting.

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Designing an effective trigger is a challenging task. Whatever the trigger formats in PBL, Triggers should have planned clues that lead students to generate issues correlate with faculty objectives. Ineffective triggers are important issues for students’ inability to generate appropriate learning issues.
It promotes integration across subjects and is very effective in augmenting student motivation.
[Ref Roche M, Andiga KI and Nayak AG (2016) PBL Trigger Design by Medical Students: An Effective Active Learning Strategy Outside the Classroom, Journal of Clinical and Diagnostic Research. Vol-10(12): JC06-JC08

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Stevens and Cayetano, 2003 describes a problem-solving environment and associated theoretical framework for investigating how students select and use strategies as they solve complex science problems. A framework is first described for designing on-line problem spaces that highlights issues of content, scale, cognitive complexity, and constraints. While this framework was originally designed for medical education, it has proven robust and has been successfully applied to learning environments from elementary school through medical school. Next, a similar framework is detailed for collecting student performance and progress data that can provide evidence of students’ strategic thinking and that could potentially be used to accelerate student progress. Finally, experimental validation data are presented that link strategy selection and use with other metrics of scientific reasoning and student achievement. This article shows how students develop and use strategies while engaged in problem solving (student model) and we use their sequence of actions while engaged in on-line problem solving (task model) as the evidence from which to infer strategic skill development (evidence model
Ref: Stevens R and Palacio-Cayetano J“Design and Performance Frameworks for Constructing Problem-Solving Simulations” in Cell Biology Education, 2003; 2, 162–179.

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Evidences favor Inter Professional Education within PBL settings.

PBL improves attitudes towards other professional groups

Ref: Thompson C. Do interprofessional education and problem-based learning work together? Clin Teach. 2010 Sep;7(3):197-201.

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-be of suitable format (such as length of text and use visuial);  -be sufficiently clear, lead to the intended learning objectives; -be familiar to students; - be of appropriate difficulty level; - be applicable/relevant for students; - promote self directed learning; - stimulate critical reasoning; - encourage teamwork, and ) trigger elaboration.

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Good PBL cases should be:
- realistic, preferably based on a real case
- engaging and able to stimulate integration of knowledge across disciplines
- challenging, but adjusted to students’ prior knowledge
- set in a context representing students’ future careers
- stimulating to students’ discussion at a higher cognitive level
-open-ended or using a gradual disclosure design addressing the pre-set learning objectives
- logical in their flow
- student-centred in their design
Ref:  Azer SA, Peterson R, Guerrero APS & Edgren G (2012) Twelve tips for constructing problem-based learning cases , Medical Teacher, 34: 361–367

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Tutor as a facilitator ,a coach & a manager of group dynamics 25:48 - 30:29

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Tutor as a facilitator ,a coach & a manager of group dynamics 25:48 - 30:29

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Twelve tips for creating trigger images for problem-based learning cases.

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Twelve tips for creating trigger images for problem-based learning cases.

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A trigger is the starting point of problem-based learning (PBL) cases. It is usually in the form of 5-6 text lines that provide the key information about the main character (usually the patient), including 3-4 of patient's presenting problems. In addition to the trigger text, most programs using PBL include a visual trigger. This might be in the form of a single image, a series of images, a video clip, a cartoon, or even one of the patient's investigation results (e.g. chest X-ray, pathology report, or urine sample analysis). The main educational objectives of the trigger image are as follows: (1) to introduce the patient to the students; (2) to enhance students' observation skills; (3) to provide them with new information to add to the cues obtained from the trigger text; and (4) to stimulate students to ask questions as they develop their enquiry plan. When planned and delivered effectively, trigger images should be engaging and stimulate group discussion. Understanding the educational objectives of using trigger images and choosing appropriate images are the keys for constructing successful PBL cases. These twelve tips highlight the key steps in the successful creation of trigger images.
https://www.ncbi.nlm.nih.gov/pubmed/17701617

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https://www.lamsfoundation.org/lams2012sydney/docs/Dalziel.pdf

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Setting realistic time limits for a project becomes more feasible as the designer gains experience with PBL. In the beginning one can expect to underestimate the time students need to complete a project. The upside of underestimating the time is that it provides students with an opportunity to experience how they react to the stress and time pressures that are so characteristic of managerial work. However, the downside is that underestimates can frustrate students and result in their slighting the learning to “get the product out the door.” Given this potentially undesirable outcome, we are now inclined to make liberal estimates of the time required to acquire the knowledge and to use it to produce a high-quality product or performance. If students lack a background in meeting and project management and have not worked together previously, they will require even more time to complete a project.
http://www.eduhk.hk/eobl/philiphallinger.pdf

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http://www1.udel.edu/inst/resources/sample-problems.html

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[1]: Watson G., Getting Students to Think: What is a good PBL problem. Using Problem-Based Learning in the Classroom. Problem-Based Learning Workshop at Southwestern Community College. 2008; Downloaded: (http://www1.udel.edu/pbl/southwesterncc/)

[2]:  KimS, Phillips WR, Pinsky L, Brock D, Phillips K, Keary J. A conceptual framework for developing teaching cases: a review and synthesis of the literature across disciplines. Medical Education 2006; 40: 867–876.

[3]: Allen Deborah. Writing effective PBL problems. University of Delaware. http://www1.udel.edu/pbl/southwesterncc/PBL-problem-writing.pdf

[4]:  Sockalingam N, Schmidt HG. Characteristics of Problems for Problem based learning: The students’ prespective. Interdisciplinary Journal of Problem Based learning 2011; 5(1): Available at http://docs.lib.purdue.edu/ijpbl/vol5/iss1/3/

[5] Hung W (2006) The 3C3R Model: A Conceptual Framework for Designing Problems in PBL, Interdisciplinary Journal of Problem-Based Learning vol. 1, issue 1

[6] Roche M, Andiga KI and Nayak AG (2016) PBL Trigger Design by Medical Students: An Effective Active Learning Strategy Outside the Classroom, Journal of Clinical and Diagnostic Research. Vol-10(12): JC06-JC08

[7] Ruslai NH, Salam A. PBL triggers in relation to students’ generated learning issues and predetermined faculty objectives: Study in a Malaysian public university. Pak J Med Sci. 2016;32(2):324-328. do: http://dx.doi.org/10.12669/pjms.322.9248

[8] Stevens R and Palacio-Cayetano J“Design and Performance Frameworks for Constructing Problem-Solving Simulations” in Cell Biology Education, 2003; 2, 162–179.

[9] Evensen DH, Cindy E. Hmelo-Silver. Problem-based Learning: A Research Perspective on Learning Interactions. NY: Routledge , 2013.

[10] Ribeiro, Luis Roberto C. "The Pros and Cons of Problem-Based Learning." Journal of University Teaching & Learning Practice, 2011.

[11] Sternberg RJ. "Interdisciplinary Problem-Based Learning: An Alternative to Traditional Majors and Minors." Association of American Colleges & Universities. Liberal Education, 2008; 94(1):12-17. [downloaded]

https://www.aacu.org/publications-research/periodicals/interdisciplinary-problem-based-learning-alternative-traditional

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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).[10]

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At our institute, we follow organ system hence when an organ is being discussed there is automatic integration of disciplines. Horizontal and vertical integration is followed. Eg if GIT is being discussed through PBL, Anatomy, physiology, pathology, biochemical changes, microbiological aspect, pharmacological and community aspects are discussed in that block through the triggers given to students.

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Sadaf Durrani shared her information on the above question. 

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Sadaf Durrani shared her information on the above question. 

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PBL tasks must be designed in a manner that enables students to explore different areas of knowledge and different approaches to problems in an integrated way. It needs to recognize that complex problems are not solved in a uni-disciplinary or even dual-disciplinary way. The program must include instruction that crosses a variety of disciplines, likely bridging aspects of the humanities, arts, social sciences, and natural sciences.

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Al Gore in his movie ,An Inconvenient Truth, draws on a wide variety of integrated disciplines to discuss the problem of combating global warming, including film studies, meteorology, political science, psychology, economics, graphic design (in the creation of effective charts), and history, among others.

Thus, no matter how much material one puts in a single silo, the absence of a connection to other silos is what will prevent the problem-solver from being able fully to grasp the essence of a problem and how to solve it in a multidisciplinary way.  PBL addresses this by creating the ecosystem of shared knowledge and skills across disciplines.

When problems are designed to bridge disciplines, it would prepare students to think in an interdisciplinary way so that, when they are confronted with the problems of tomorrow, they start with the problem rather than with their toolbox, and then work with others to choose the set of toolboxes that will best address the problem at hand. (Sternberg 2008) [11]

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Case designers may consider the following principles as they create a good PBL trigger: •addresses key objectives of the case;  •highlights 3–4 cues/key problems; • encourages students’ broad discussion; • uses present tense; • provides information about the age, job and background of the patient (if relevant);• reflects a realistic scenario; •has an innovative design.

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Patient oriented Problem design and evaluation

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Patient oriented Problem design and evaluation

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Problem quality evaluation

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https://www.researchgate.net/profile/Cees_Van_Der_Vleuten2/publication/280860799_Seven_principles_of_effective_case_design_for_a_problem-based_curriculum/links/58d4d1d592851c44d44180ef/Seven-principles-of-effective-case-design-for-a-problem-based-curriculum.pdf

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Cases should be carefully reviewed before releasing them to the students  feedback from students and facilitators reviewed following introduction of the cases can improve quality (Washington et al. 2003).                                               Key questions that authors can use in the evaluation process are:           - Does the case focus on student-centred learning?
-Are the objectives of the case well represented in the case?
- Is the flow of the contents of the case logical?
- Is the case authentic?
- Does the case build on what students have learnt earlier?
- Is the case free from grammatical errors or issues that might confuse students?
-Is the case written in an innovative and creative way?
- Does the case address core issues in the curriculum?    (Washington et al. 2003).

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- relate to real world, motivate students
• require decision-making or judgments
• are multi-page, multi-stage
• are designed for group-solving
• pose open-ended initial questions that
encourage discussion
• incorporate course content objectives,
higher order thinking, other skills
http://www1.udel.edu/pbl/southwesterncc/

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Each problem stimulated project has 8 components

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Each problem stimulated project has 8 components

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\- Introduction
-Problem
-Learning objectives
-Resources
-Product specifications
-Guiding questions
-Assessment exercises
-Time constraints. (Philip Hallinger, Edwin M. Bridges. 1995. Developing PBL material in A Problem-based Approach for Management Education: Preparing Managers for Action. Springer Co)

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Team:Process Manager: Sadaf Durrani                                                                                                  Searchers: Jyotsna Rimal, Ramprasad Muthukrishnan, Prof.Urban, Farah Akhtar, Sandy Kwong                                                                                               Summarizer: Kishore Gnana Sam, Natalia Shygonska                                                                                        Reporter: Juliia Bereziuk                                                       Time Keeper: Kyi Kyi Tha

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Team:Process Manager: Sadaf Durrani                                                                                                  Searchers: Jyotsna Rimal, Ramprasad Muthukrishnan, Prof.Urban, Farah Akhtar, Sandy Kwong                                                                                               Summarizer: Kishore Gnana Sam, Natalia Shygonska                                                                                        Reporter: Juliia Bereziuk                                                       Time Keeper: Kyi Kyi Tha

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The tutor guides the tutorial group through the learning process, encourages students to attain a deeper level of understanding and ensures that all students are actively involvedin the group process (Barrows, 1988).

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The tutor guides the tutorial group through the learning process, encourages students to attain a deeper level of understanding and ensures that all students are actively involvedin the group process (Barrows, 1988).

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The tutor serves to observe, manage and intervene student learning to ensure that the
authentic PBL education objectives are met.
The tutor assists the students to acquire the reasoning or problem solving process by encouraging them to hypothesize, justify, experiment, and question their reasoning process (Mayo and
Donnelly, 1995)