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Problem-based learning

Background

The intention is to base the BACIP primers on a problem-based learning (PBL) approach. This is a specific approach to adult learning which takes account of basic educational and psychological principles. It was pioneered by a group of psychologists and medical educationalists at a Scottish medical school. Many (but not all) British medical schools have adopted this approach. One large medical school has eliminated all didactic teaching in favour of PBL. A number of clinical psychology training courses are now experimenting with the approach.

Basic principles

The starting premise is that adults learn best when they themselves are faced with a real-life problem, are prompted to formulate pertinent questions and then attempt to address these (even with little or no expert information), in contrast to the traditional didactic lecture (where individuals are "spoon-fed" information). They grapple with the problem without being told the end point or solution. There may be phased release of expert information, or guidance regarding where information may be obtained. The process encourages the development of "life-long learning" skills in that it provides the model for accessing expert information (from texts, journals, CDROM databases, the Internet, etc.) and the framework for assimilating, evaluating and applying this in the problem solving process. The process of wrestling with a real problem engages the learner in a way that is rarely evident with didactic teaching. This also aids the development of analytic and problem-solving skills, and results in better memory retention of the relevant knowledge base.

Group PBL

PBL works best with groups where individual members may be assigned different tasks (accessing different information sources, working on specific sub-tasks, etc.) and then information and conclusions are pooled. The process begins with the group being presented with a problem (this may be a in the form of a vignette or brief description of a problem situation). The group is then encouraged to begin brain-storming and assembling key questions or issues, and to break down the problem into sub-tasks.

PBL applied to the primer modules

In the context of medical teaching and learning, there is usually a predetermined "correct" solution, knowledge-base and clinical skill which the group are guided towards. For our purposes, it is important that we do not "push" participants towards one particular position or another, but rather that the group considers a broad range of conclusions. The individual her/himself then makes up her/his own mind about the position she/he wishes to adopt having thought through the evidence and issues. In many cases the process will be assisted by the use of carefully constructed vignettes which prompt consideration of underlying dilemmas, or principles which may be in conflict. Participants may be prompted to generate/brainstorm the range of theological, philosophical, ethical, psychological or professional positions that may be possible, and then to consider the strength of the case for each of these. This latter process may be assisted by a progression of carefully constructed questions or prompts, but again we must be careful not to arrange these in such a way that they influence the individual towards our own specific position or conclusion on the matter.

Michael Wang
5 February 2000

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