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Models of Problem-Based LearningModels of Problem Based Learning The term ‘model’ [Ref 5] is used in PBL in two senses:
The Seven Step Model The Maastricht Seven Step model was initially devised to provide students with a structured approach to a PBL session [Ref 6]. In this model, students work together in small groups each with individual roles (see Group Roles) following seven defined steps. 1. Clarify. The students read through the problem, then identify and clarify any words, equations or physical concepts that they do not understand. 2. Define. The students work together to define what they think the problem is. 3. Analyse. The students discuss or ‘brainstorm’ the problem. At this stage there is no prioritisation or sifting of ideas. 4. Review. Students now try to arrange their ideas and explanations into tentative solutions. 5. Identify learning objectives. The group reaches a consensus on learning objectives, if necessary with the guidance of the facilitator. 6. Self Study. Students individually gather information towards the learning objectives and prepare to share their findings with the rest of the group. 7. Report and synthesise. The students come together in their groups and share their results. The facilitator checks that the learning objectives have been met. Instructional Models The Medical School Model or Fixed Facilitator Model Problem based learning has been used as a teaching technique in medical schools throughout the UK and US for some time. This model is used to instruct trainee doctors in medical biology and chemistry in the context of clinical cases. The students are split up into groups of about 8-10. The tutor is assigned to each group to guide the students through their discussions of the problem. It is the responsibility of the students to organise their time so that the group meets regularly outside formal tutorial sessions, and functions efficiently. Typically in the Medical School model there is little or no class time. The work is done by the students in their groups and with the tutor. Floating Facilitator Model The facilitator moves around from group to group listening to the students and probing their understanding. Where it is not possible to use a fixed facilitator it is advisable to use a group size which is limited to four or five students. Groups of this size also help improve student accountability and provide scope for participation for all group members. In this model, some class time may be devoted to group reporting. It may be appropriate to give mini lectures on certain topics. Time can also be spent in debates and class discussions. The Peer Tutor model Undergraduate peer tutors can be used to guide the progress of individual groups and ensure that student discussions are demonstrating a reasonably deep level of knowledge. It may be best to have some “scripted questions” for the peer tutors to use. This will give some control over the direction of the groups and ensure some uniformity of experience between groups. The peer tutor model is therefore a close relation to the medical school model Since the peer students already have experience of the PBL process, they can serve as a role model for students who are unfamiliar with it. The peer tutors can also provide valuable insight to the course leader on how well each group is working, and identify any problems. Large Class Models PBL can be implemented in large classes, for example where only a lecture theatre accommodation is available or when there is a limited number of additional facilitators. In this model, the role of the course leader will be to:
Back to PBL home This content is based on the Project LeAP Practice Guide to Problem-Based Learning in Physics and Astronomy, eds D J Raine and S L Symons, HEA Subject Centre for Physical Science, 2005, available here |
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