instructional_design:problem-based_learning
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instructional_design:problem-based_learning [2011/05/09 09:44] jpetrovic [What is the practical meaning problem-based learning?] |
instructional_design:problem-based_learning [2011/05/09 09:45] jpetrovic [What is the practical meaning problem-based learning?] |
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| | Faculty approach to “clinical blind-alley” digression |Does not interfere, and allows the students to continue their discussion, unencumbered by learning objectives. | | | Faculty approach to “clinical blind-alley” digression |Does not interfere, and allows the students to continue their discussion, unencumbered by learning objectives. | | ||
| | Student use of additional resources during the session |The students generate questions during session. Students are given time to look up articles, Web sites, and references based on discussion by the group. | | | Student use of additional resources during the session |The students generate questions during session. Students are given time to look up articles, Web sites, and references based on discussion by the group. | | ||
| - | | Student additional work after the session |The group assigns individuals homework assignments between sessions, because the same case will continue over several sessions. These PBL assignments would require obtaining information about the topic. These assignments would take about the same preparation time as the CBL student presession preparation for reading one to two articles. | | + | | Student additional work after the session |The group assigns individuals homework assignments between sessions, because the same case will continue over several sessions. These PBL assignments would require obtaining information about the topic. These assignments would take about the same preparation time as the CBL student pre-session preparation for reading one to two articles. | |
| + | | Case continuity |The same case will continue over several consecutive sessions. For instance, a patient presents with abdominal bloating, is found to have a testicular and abdominal masses, is treated for a mixed germ cell tumor, and suffers multiple chemotherapy complications before recovering. In session 1, the students may discuss any number of issues around approaches to abdominal pain. In session 2, the students may discuss any number of issues around testicular cancer (breaking bad news, sexuality, prognosis). In session 3, students may discuss issues surrounding | ||
| + | chemotherapy and clinical trials (informed consent, health status measurement, economic impact, stigmatization). | | ||
instructional_design/problem-based_learning.txt · Last modified: 2023/06/19 18:03 (external edit)
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