Problem-based Learning

(PBL)

I Wayan Sumardika
Departement of Pharmacology and Therapeutic
Udayana Medical School Curriculum Development Team
2019
What is PBL?
• In PBL students are offered problem
• Also referred to as tasks or cases
• Generally problem are composed of a relatively neutral
description of phenomena or events that appear to be
related in some way and require further explanition
• Students work on problems in tutorial groups
 THE PROBLEMS
TRIGGER LEARNING
• The Problem is the motor of the learning process
• Active participation by the students is of the essence
• Find explanation for the phenomena and their interrelationship
• Building on their previously acquired knowledge
• Raise questions
• Generate learning issues as starting points
• Searching the literature
• Synthesis of the knowledge
• The tutor
• facilitates the small group process in the different phases of the
learning process
• Encourages students to acquire in depth knowledge
• Promotes active participation
• Motivates students
Maastricht ‘Seven Jumps’ Process
1. Clarify the Problem

7. Group Share Result

2. Define/Analyse the
Problem

6. Individual Study PBL

5. Formulate learning 3. Brainstorming

objective/learning issue

4. Reach conclusion
about the problem

Davis, M. H. (1999) 'AMEE Medical Education Guide No. 15: Problem-based learning: a practical guide', Medical
Teacher, 21:2, 130 - 140
Harvad “Six Steps” Method
1. Receive the Problem

6. Synthesis and
Summarize 2. Define/Analyse the
Problem

PBL
5. Group share result and
review faculty learning 3. Identify the Learning Goals
objectives

4. Individual Study

Davis, M. H. (1999) 'AMEE Medical Education Guide No. 15: Problem-based learning: a practical guide', Medical
Teacher, 21:2, 130 - 140
University of Sydney. (2007). PBL Tutor Manual 2007. University of Sydney Medical Program
 Udayana Medical School
Problem Based Learning Processes
Goal: to develop knowledge inquiry and a deep understanding of the problems or patient case

Step 1: Generate (Independent Learning/e-learning) Step 2: Clarify and Consolidate (SGD with fasilitator) Step 3: Consensus of Learning (Plenary
Goal: to generate and expand hypothesis and identify Goal: a. apply and integrate basic science knowledge Session)
learning issues b. explain sign, symptom and investigation Goal: draw conclusion and consensus of
c. plan patient management learning related to LO

Problem already with

Learning Task
What is the Clarify key issues and
problems? questions
How did we do?
Synthesis and
Summarize
Are we agree??
Knowledge Explain the finding
acquisition (why)

Block Learning Outcome???

Modified from Harvard six step method, Maastricht ‘Seven Jump’ Process, Usyd 3 step model
ADVANTAGES OF WORKING ON PROBLEMS
• New Information is better processed and retained
• Prior knowledge relevant to the problem will be activated
• Generate possible explanations which facilitates processing and retention
of knew knowledge
• Better memorized by asking question
• Problem Solving Skill are Enhanced
• Confronted with real problems
• Develop clinical reasoning as well as problem-solving skills.
• Integration of Basic Science and Behavioral Science Knowledge is
Stimulated
ADVANTAGES OF WORKING ON PROBLEMS
• Student Learn How to Learn
• By analyzing and discussing problems
• Stimulates independent learning
• Tailor they learning activities to their needs
• Reflect on their learning own learning process
• Identify gaps in their knowledge
• Evaluate their own strengths and weaknesses
• Students are stimulated to undertake self-directed Activities
• Students themselves who formulate the learning issues
• SDL is vital in the field of medicine with its exponential growth of knowledge
and new technologies
ADVANTAGES OF WORKING ON PROBLEMS
• Students Motivation is Enhanced
• Integration of Knowledge from Different Disciplines is Fostered
• Depending on the complexity of the problem
• Students try to gather knowledge that helps them understand the problem
described in the problem, headless of the boundaries between discipines
EXAMPLE
You are a medical student assigned to a registrar on duty in the Triage
Medic at Sanglah Hospital, Denpasar, Bali. Made Pertiwi, a 25 year-old
woman, comes in with fever and sweating since 2 weeks ago. Two
months ago she went to Lombok Island to visit her cousin. Her cousin
lives in a house near Segara Anakan lake where they keep the windows
open at night when they sleep. She has tried to go to primary health
care in Denpasar, but there has been no improvement in her condition.
The key issues for consideration for this problem include:
1. Mechanism of fever in the presence of parasite
2. Parasitology of thropozoite
3. Epidemiology of malaria in Indonesia
4. Written communication skill (blood smear request)
5. Management of malaria
EXAMPLE
CASE
You are a medical student assigned to a registrar on duty in the Triage Medic at
Sanglah Hospital, Denpasar, Bali. Made Pertiwi, a 25 year-old woman, comes in
with fever and sweating since 2 weeks ago. Two months ago she went to
Lombok Island to visit her cousin. Her cousin lives in a house near Segara
Anakan lake where they keep the windows open at night when they sleep. She
has tried to go to primary health care in Denpasar, but there has been no
improvement in her condition.

LEARNING TASK
1. Please explain the mechanism of fever in the presence of parasite
2. Please explain and draw the morphology of thropozoite
3. Please explain Epidemiology of malaria in Indonesia
4. Please write the blood smear request.
5. Please explain the management of malaria
THANK YOU