Master of Health Sciences Education Bicol Christian College of Medicine
Students' Output Records
Aster M. Reganit, MD (areganit)
Name of Course/Unit
Name of Module/Activity
Date Completed
Problem-based Learning in Medicine - Course Pack
Module 1. Problem-based Learning in Medicine
September, 1999
Module 1. Problem-based Learning in Medicine Preprogram Assessment||Exercise 1||Exercise 2||Exercise 3||Exercise 4||Postprogram Assessment Student's Assessment of Self-Study Program
Narrative Report of a PBL in Medicine with Analysis and Reflections
Problem-based Learning in Medicine
Preprogram Assessment
1. Do you have experience conducting PBL before in medical schools?
NO YES
When? Which school? What course(s)? Modules in Introduction and Orientation, Health Management, Research, MD as a teacher/learner
2. Do you know what PBL is? NO YES, a lot YES, somewhat YES, only a little
3. Do you know the rationale and advantages of PBL in medicine? NO YES, a lot YES, somewhat YES, only a little
4. Do you know the competencies needed by a medical educator when conducting PBL? NO YES, all YES, some
Pls. enumerate:adequate knowledge on processes of conducting PBL, rationale of PBL, advantages of PBL over other methods, committment as a facilitator facilitating skills skills in feedback evaluation skills
Exercise 1
Educational Activities
PBL?
1. The teacher presents common health problems and informs the students on how to diagnose and how to treat.
YES
NO
2. The teacher lectures and then gives cases of problems relevant to his lecture.
3. Students are given a complete case history for study and research in preparation for subsequent class discussion.
4. Students are given patient management problems, sequential management problems, or other similar problem formats which are discussed in a small tutorial group.
5. Students are given a situation in a patient. After an initial analysis, they define learning objectives for their study and then obtain the needed information and skills. They then report and evaluate what they have gained.
Exercise 2
No.
A. Problem-based learning B. Modified case method C. Case method D. Lecture-based case study E. Lecture
1
The teacher presents common health problems and informs the students on how to diagnose and how to treat.
ABCDE
2
The teacher lectures and then gives cases of problems relevant to his lecture.
3
Students are given a complete case history for study and research in preparation for subsequent class discussion.
4
Students are given patient management problems, sequential management problems, or other similar problem formats which are discussed in a small tutorial group.
5
Students are given a situation in a patient. After an initial analysis, they define learning objectives for their study and then obtain the needed information and skills. They then report and evaluate what they have gained.
Exercise 3
x - none; almost nil + - positive (place relative weights - 2+, 3+, 4+, etc.)
Accomplish and submit to me by clicking the "submit" button below.
Educational Methods
Learning in the Clinical Context
Active Learning
Student-centered Learning
Self-directed Learning
Lecture
X+++ +++++++
Lecture-based case study
Case method
Modified case method
Problem-based learning
Problem-based Learning In Medicine
Exercise 4
x - none; almost nil + - positive (place relative weights, 1+ or more than 1+)
PBL (individual)
PBL(small group)
PBL(large group)
Retention of learning
X+>1+
Easy recall of learning
Problem-solving skills
Critical thinking skills
Communication skills
Interpersonal skills
Cooperative learning skills
Self-directed learning skills
Postprogram Assessment
When? Which school? What course(s)?
Pls. enumerate:proper understanding of PBL commitment to use PBL skills in facilitating learning skills in group dynamics
Student's Assessment of the Self-Study Program (Module 1) Problem-based Learning in Medicine by Reynaldo O. Joson, M.D.
Strongly Agree
Agree
Uncertain
Disagree
Strongly Disagree
Statements
1.
The objectives were clear.
2.
The objectives were "must knows."
3.
The objectives were too heavy.
4.
The content was appropriate based on the stated objectives.
5.
The content was adequate based on the stated objectives.
6.
The content was clear.
7.
The content was presented in logical sequence.
8.
The learning activities were appropriate based on the objectives.
9.
The learning activities were effective in facilitating learning.
10.
The summative evaluation was appropriate.
INSTRUCTIONS: Please answer the following questions and then click the "submit" button below. Thank you.
No answer
Narrative Report of the Activities done on PBL - Medicine III - Group A
Course - Musculoskeletal and Joint Problems 1999
Aster M. Reganit, MD, CPH, DPH
Facilitator BCCM College of Medicine
Day 1 - 1st Session - 1 hour
Activities:
A. Orientation
As the facilitator of the group, I introduced the course, the learning objectives, the activities and other details.
The expected output was emphasized, the date of submission, and the written examination for the particular course.
Emphasis was also given on attitude and behavior. Attendance is a must and everybody should be on time as scheduled. Active participation of the students is always encouraged. Since our strategy is PBL - the students must be responsible for their learning: self-directed, be resourceful, and use the library for other readings aside from the basic books that they should now possess.
I also answer some issues and concerns of the students.
B. Presentation of the Problem
1. Copies of the Trigger Problem #1 is distributed to the students (Group).
2. The class elect their leader and recorder. The leader starts by reading the trigger problem and the recorder records.
3. The discussion starts, with the students analyzing the problem presented, by answering initial questions that goes with the first trigger problem. Students attempt to solve the problem.
4. Discussion starts with the general perspective of the problem, its global, national, regional, and local/community realities and answering questions focused on the Biologic Foundations. Brain storming is the method used very frequently.
5. The students participate and contribute to the discussion and identify their learning issues. All learning issues are written on the board.
6. Finally the students identify their learning issues and they state their learning objectives, learning plan, and strategy.
7. This particular group, the strategy they opted is first to go on Independent Study (IS). Then the group must again met to discuss how they will share their learning with the group and the facilitator by tasking or division of labor, how to report, and visual aids preparations.
8. The group decides on who, what, and when to meet the facilitator. This group has decided to meet with the facilitator every morning at 8:00 to 12:00 (4 hours). With this the students will have the whole afternoon for the independent study and group discussion regarding the tasking and still have the whole night to prepare and read more.
Day 2
1. The students meet with the facilitator for the discussion and sharing of their learning during their independent studies. Each member of the group has a share on the reporting. Everybody participates in the discussion.
2. An evaluation is always done at the end of the discussion through feedback by the students among themselves and feedback by the facilitator regarding individual accomplishment and the group performance.
3. Facilitator gives the Trigger Problem #2 for the students to do repeating steps 1-7 in the "Presentation of the Problem" (above).
Day 3 and Onwards
Students meet the facilitator every morning following the same process.
Last Day
Written examination (paper and pencil test) on the coure is given to the students.
Expected output is submitted. Final evaluation of the students is made.
Note:
The modules are so structured now so that for a problem, there are about 5 to 6 sequential Trigger Problems to complete the discussion on the
1. Pathophysiology of a problem, concept and epidemiology of the disease
2. Diagnosis
3. Treatment
4. Prevention and control
5. Issues on psychosocial, bioethical, medicolegal, research
Analysis and Reflection
1. I believe the PBL I have narrated and what I have done on the recent course I have handled is based on the concept and process as narrated in the self-instuctional program on PBL, except for the schedule. I met the group only once every day.
2. The group that I handled is a small group of 10 students and I believe it is very similar to the PBL format, except for the schedule. The format says, facilitator meets students 1 hour in the morning and 3 hours in the afternoon.
3. Personally I feel that PBL as a strategy is not easy. It is a must that all facilitators must have the necessary training. A one shot deal of training is not enough. The facilitator has to work hard and it is not easy. It is time consuming because you have to sit down with them and be a facilitator only. It is easier to lecture than to facilitate.
However, I strongly believe and agree that PBL as a teaching and learning strategy has a big advantage over all other methods of teaching because students after graduation are very much ready to solve the problem of their patients. The PBL process that they have learned is applicable to the real situation - "A patient coming for consultation with a problem." They can easily recall the learning they had in the classroom. Their skills on critical thinking, problem-solving, and communications as well as interpersonal relationship are developed, as they tackle the Trigger Problems in the classroom and can apply them to future actual patients during their practice.
Again, personally, I have learned how to facilitate PBL by reading the self-instructional program on "PBL in Medicine. An Off-campus Study." "Better if not Best" as a facilitator using PBL.
The competencies I need to acquire and master are:
1. Proper understanding of the whole process of PBL 2. Positive attitude on PBL - commitment 3. Skills in facilitating 4. Skills in group dynamics
1. Proper understanding of the whole process of PBL
2. Positive attitude on PBL - commitment
3. Skills in facilitating
4. Skills in group dynamics
Master of Health Sciences Education