Chapter 6: The art of problem-based learning in health professions education

Essay Instructions:

Outline of the chapter (10 pages) 1. Introduction: *Rationale of addressing this issue for health sciences students. *General overview of chapter and chapter themes 2. Body o Text with large margins o Subheads to break the chapter into components. o 3-5 illustrations, tables, and summary boxes o Use of boldface to accent key terms unfamiliar to the reader. 3. Take-home massages. o Draw material themes together. o Lead into the next chapter. 4. References and suggested further readings, internet sites. Problem-based learning (PBL) is an innovative and effective educational approach widely used in the education of health professionals. PBL is a student-centered instructional method that engages learners in active problem-solving and critical thinking, promoting the development of clinical reasoning skills and enhancing their ability to apply knowledge in real-life situations. This chapter explores the various aspects of PBL, including its definition, types, rationale process, and the advantages and disadvantages associated with its implementation. PBL is a student-centered learning strategy that presents learners with authentic ill-structured problems that reflect real-world clinical scenarios. These problems catalyze learning as students work collaboratively in small groups to identify learning objectives, gather relevant information, analyze data, and propose solutions. The types of PBL can vary, ranging from paper-based cases to computer simulations and standardized patient encounters. The rationale for using PBL in health professions education is multifaceted. Firstly, PBL promotes active learning, allowing students to engage with the material rather than passively receiving information actively. This active engagement stimulates critical thinking, problem-solving, and clinical reasoning skills, which are vital for healthcare professionals. Secondly, PBL encourages self-directed learning as students take responsibility for their education by identifying knowledge gaps and seeking relevant resources to address them. This fosters lifelong learning skills essential for keeping up with the ever-evolving healthcare field. The process of PBL typically involves several stages. Initially, students are presented with a problem, which they discuss and analyze to identify learning objectives. They then conduct independent research to gather information and resources about the problem. In the next stage, students reconvene in small groups to share and discuss their findings, integrating and synthesizing the information to develop a comprehensive understanding of the problem. Finally, students propose solutions or recommendations based on their analysis and present them to their peers and faculty for feedback and evaluation. Implementing PBL in health professions education offers various advantages. Firstly, PBL enhances students' clinical reasoning abilities by allowing them to apply theoretical knowledge to real-world scenarios. Additionally, PBL promotes teamwork and collaboration skills as students work together in small groups to solve problems, fostering a sense of camaraderie and shared responsibility. Moreover, PBL encourages active engagement and motivation as students are more likely to be invested in their learning when they perceive its relevance and applicability to their future careers. However, PBL has its limitations. Some students may find it challenging to adapt to the self-directed nature of PBL, requiring additional guidance and support from faculty. Furthermore, the time-consuming nature of PBL may pose logistical challenges regarding curriculum planning and resource allocation. Lastly, the assessment of PBL can be subjective and time-intensive as it often involves evaluating complex problem-solving skills and critical thinking abilities. In conclusion, problem-based learning is a valuable educational approach in health professions education that promotes active learning of critical thinking and clinical reasoning skills. Its student-centered nature fosters self-directed learning and lifelong learning skills, preparing students for the challenges of the healthcare profession. While PBL offers numerous advantages, careful consideration must be given to its implementation and assessment to ensure its efficacy and efficiency in achieving learning outcomes. References Barrows, H. S., & Tamblyn, R. M. (1980). Problem-Based Learning: An Approach to Medical Education. Springer Publishing Company. Dolmans, D., Schmidt, H., Gijselaers, W., & Moust, J. (1996). Trends in research on the tutor in problem-based learning: conclusions and implications for educational practice and research. Medical Teacher, 18(2), 173-180. Dolmans, D. H., & Schmidt, H. G. (1996). What Do We Know about Cognitive and Motivational Effects of Small Group Tutorials in Problem-Based Learning? Advances in Health Sciences Education, 1(3), 235-246. Hmelo-Silver, C. E. (2004). Problem-Based Learning: What and How Do Students Learn? Educational Psychology Review, 16(3), 235-266. Savery, J. R., & Duffy, T. M. (1996). Problem-Based Learning: An Instructional Model and Its Constructivist Framework. Educational Technology, 36(1), 31-35. Schmidt, H. G., Rotgans, J. I., & Yew, E. H. J. (2011). The Process of Problem-Based Learning: What Works and Why. Medical Education, 45(8), 792-806.

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Chapter Six Student’s Name Institutional Affiliation CHAPTER 6: THE ART OF PROBLEM-BASED LEARNING IN HEALTH PROFESSIONS EDUCATION Introduction Learning has always been a critical component of healthcare bearing its impacts on the nature and quality of services offered industry-wide. Healthcare professionals are required to gain optimum knowledge and skills to achieve the best possible outcomes for their patients. As such, the profession must be aware of the learning needs. While conventional teacher-led nursing still dominates the profession, insights into its impacts show that it requires advancing to match the new needs in healthcare. One of the most accessible learning techniques to replace teacher-led learning is problem-based learning (PBL). PBL stands as a cornerstone in modern health professions education, revolutionizing traditional pedagogical approaches by placing learners at the forefront of their educational journey. The value of PBL is anchored on its ability to emphasize problem-solving and critical thinking skills that remain essential in the nursing profession. PBL immerses students in authentic, real-world scenarios where they cope with complex health issues, simulate clinical encounters, and collaborate to devise solutions. In this chapter, emphasis is put on exploring the art of problem-based learning (PBL) in health professions education. The chapter constitutes principles of PBL, the benefits and challenges of PBL, and the effective implementation of PBL in health education settings. The chapter will be critical because, in the realm of health professions education, where the ability to diagnose, treat, and communicate effectively is paramount, PBL cultivates not only clinical competency but also nurtures the art of inquiry, teamwork, and lifelong learning. Principles and Techniques of PBL Principles Problem-based learning is marked by various principles that outline its superiority in imparting knowledge and skills among healthcare professionals. The first principle of PBL is authenticity. PBL focuses on imparting knowledge and skills that are relevant to the real world (Henderson, 2016). The proponents of this learning model believe that learners can gain more knowledge and insight into their practice if they are equipped with problems that they could encounter in their clinical practice. The second principle of PBL is an emphasis on active learning. Conventional learning mechanisms encouraged learners to be mere recipients of knowledge and skills, something that has proven inadequate considering the different learner needs and capabilities (Merrou et al., 2023). Hence, there has been a need to shift strategies and foster aspects in which learners explore their abilities in the learning process. PBL shifts the focus from passive reception of information to active engagement with content. Students take on the role of self-directed learners, exploring topics, conducting research, and collaborating with peers to solve problems. Patient-centeredness and differentiation are the other principles fostered in PBL. Healthcare professionals learn and gain skills and knowledge to steer the best possible outcomes for their patients. As such, the principle of patient-centeredness adheres to the primary mandate of healthcare education (Merrou et al., 2023). To that effect, PBL places patients at the center of the learning experience, emphasizing the importance of patient care, empathy, and professionalism. By engaging with authentic patient cases, students develop a deeper understanding of the human dimensions of healthcare and cultivate patient-centered attitudes and behaviors. Finally, PBL bears the principle of differentiation. Conventionally, educators treat all learners equally. The conventional learning techniques emphasized a collective approach towards knowledge acquisition. That has changed in the realm of PBL. In PBL, teachers recognize that students learn at different paces and have different strengths and weaknesses. As such, they tailor instruction to meet the individual needs of each student. In the context of the above principles, PBL is viewed as more coherent and relevant to contemporary needs in healthcare settings. Techniques There are a range of techniques that have been adopted in PBL to match the learning needs in contemporary healthcare settings. Principal among the techniques is student-centered learning. Also known as learner-centered education, student-centered learning is an instructional approach that shifts the focus from the teacher to the student. In a traditional classroom, the teacher is the primary source of information, delivering lectures and assigning exercises (Ankit et al., 2024). In a student-centered classroom, students take a more active role in their learning. The student-centered learning comes with some key techniques that include student choice in which students have more say in what they learn and how they learn it. This could involve choosing topics to explore, selecting projects to complete, or deciding on learning activities. Student-centered learning also encompasses student responsibility in which learners take ownership of their learning as they set goals, track their progress, and reflect on their achievements. Student-centered learning is also characterized by active learning where students are engaged in activities that promote critical thinking, problem-solving, and collaboration. This might involve project-based learning, discussions, simulations, or games. Ultimately, the technique incorporates differentiation in which every student is accommodated uniquely based on his/her strengths and weaknesses. The second technique that characterizes PBL is the integration of skills in basic and clinical sciences. PBL intends to bridge the gap between basic science knowledge and clinical application. The objective of this learning method is to steer the best understanding of the clinical settings by the learners (García-Sierra et al., 2024). As such, by contextualizing theoretical concepts within clinical scenarios, PBL enhances understanding and retention of foundational knowledge while reinforcing its relevance to clinical practice. To ensure that the learners gain the required skills, PBL is characterized by continuous assessments and feedback (Ankit et al., 2024). Assessment in PBL is ongoing and multifaceted, encompassing both individual and group performance. Regular feedback from facilitators and peers allows students to monitor their progress, identify areas of strength and weakness, and refine their problem-solving strategies. More techniques have been absorbed into PBL to steer its objective of matching the unique needs of the learners. One such technique is emphasis on problem-solving and critical thinking skills (García-Sierra et al., 2024). PBL is a learning technique that fosters both hands-on and theoretical knowledge acquisition. This multifaceted approach is anchored on the inputs of learners toward solving various problems and thinking critically to find solutions. Hence, students analyze complex clinical cases, identify relevant information, generate hypotheses, and evaluate evidence to reach diagnoses and propose treatment plans. In the same stretch, students are engaged in inquiry-based learning (Ankit et al., 2024). That is, PBL learning in which students ask questions, seek answers, and engage in self-directed exploration of topics. This fosters curiosity, self-motivation, and a lifelong commitment to learning. Finally, the technique emphasizes reflection. Reflection is integral to the PBL process, allowing students to assess their learning, identify areas for improvement, and integrate new knowledge with prior experiences (Narong & Hallinger, 2023). Also, through reflection, students develop metacognitive awareness and enhance their ability to adapt to evolving healthcare challenges. The other auxilia...

Updated on May 25, 2024

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