Theoretical Foundation

of Problem-based Learning

Titi Savitri Prihatiningsih

Department of Medical Education

Gadjah Mada Medical School

Contents of Presentation

• Definition

• Features of PBL

• Theoretical Foundation

Davis and Harden (1999)

• an active learning stimulated by, and

focused round a clinical, community or

scientific problem

Ross (1991)

• Students work on the problem which is

explicitly used to get students

themselves to identify and search for

the knowledge, that they need to obtain

in order to approach the problem

Albanese and Mitchel (1993)

• instructional method characterized by

the use of patient problems as a

context for students to learn problem-

solving skills and acquire knowledge

about the basic and clinical sciences

Dolmans (1994)

• Faculty objectives are translated into a problem, usually consisting of a set of phenomena in need of some kind of explanation. Students analyse these problems, attempting to understand the underlying principles or processes through small-group discussion. During discussion, questions which remain unanswered are identified. These questions or learning issues serve as a guide for independent and self-directed learning.

• The problem acts as a stimulus for learning

• An educational approach

• A student-centred approach

• Active processing of information

• Activation of prior knowledge

• Meaningful context

• Opportunities for elaboration/organization of

• Collaborative

• Further indiction of the importance of

organization is obvious from the finding of

active rearrangement of randomly

presented lists. Even though items from

various categories are presented in

random order, subjects group the items

into their appropriate categories at

recollection.

E

N

V

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R

O

N

M

E

N

T

E

F

F

E

C

T

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C

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P

T

O

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Sen

Sory

Regis

ter

Short

Term

Memory

Long Term

Memory

Response

Generator

Executive

Control Expectancies

Prior Knowledge

• Determinant of nature and amount of

new information to be processed

• Need to be activated by contextual

cues

Organization of

Knowledge

Knowledge Structure

• The way knowledge is structured in

memory makes it more or less

accessible for use

Masalah sbg

Starting Point

Pendidikan

Konsep

Patofisiologis Konsep

Fisiologis

Anatomi

Biokimia

Faal

Histologi PA

PK

Parasitologi

Mikrobiologi

Dasar-

Dasar Dx

Dasar-

Dasar Tx

Ilmu Klinik

Sesak napas

Konsep

Patofisiologis Konsep

Fisiologis

Anatomi:

Ddg dada

paru2

Biokimia

Oxygen

transfer

Faal:

Ventilasi

Respirasi

Sirkulasi darahparu

Histologi

Sel-sel paru

PA

PK

Parasitologi

Mikrobiologi:

M.Tuberculosis

Bakteri gram +

Dasar-

Dasar Dx

Px thorax

Px fungsi paru

Px sputum

Dasar-

Dasar Tx

-Antibiotik

-Antitusif

-Sal napas

Ilmu Klinik

Asma

TBC

Pneumonia

RDS

COPD

dd

Anatomi:

Osteologi

Visera

Peredaran

Darah

Sistem Saraf

Fisiologi

Homeostasis

Metabolisme

Sel

Sistem

Respirasi

dll

Biokimia

Metabolisme

Karbohidrat

Metabolisme

Protein

Metabolisme

Lemak dll

Histologi

Epitel

Skuamos

Sel-sel jantung

dll

Farmakologi

Obat-obat

SSP

Obat-obat

Antialergi

dll

Parasitologi:

Aedes Aegypti

Ascaris

Lumbricoides

4548193965199837

45 48 1939 65 1998 37

• Kuda

• Kursi

• Kemerdekaan

• Pipa

• Tiang

• Uang

• Buku

• Rumah

• Komputer

• Mobil

• Laras

• Bunga

• Bambu

• Lumpur

• Pohon

• Malu

• Kredit

• Membelah

• Galeria

• Pengemis

• Kuda

• Kursi

• Kemerdekaan

• Pipa

• Tiang

• Uang

• Buku

• Rumah

• Komputer

• Mobil

Elaboration

• Storing and retrieving information can be

greatly improved when during learning,

elaboration takes place

Learned on Land Learned under water

% word

recalled

Recalled underwater

Recalled on land

Learning occurs within a context similar to the one in which it will be applied.

Contextual Cues

• The ability to activate knowledge in the

LTM and to make it available for use

depends on contextual cues

Motivation

• To be motivated to learn,

prolongs the amount of study

time

Problem-based Learning

Masalah sbg

Starting Point

Pendidikan

problem Initial

discussion

Self-

Directed

learning review

Contex

Integration

Intrinsic

interest

Activation

Prior

Knowledge

Theory

Construction

Elaboration

Assimilation

Theory

Testing

Elaboration

Elaboration

Integration

Part

icip

ation a

nd

Resp

onsi

bili

ty o

f te

ace

r

Participation and responsibility of student

Teacher- Centred

Student-Centred

Didactic Lecture

Self-study

The Continuum of Teacher-Student Centred

Definition

• A process in which individuals take

initiative with or without the help of

others in diagnosing learning goals,

formulating learning objectives,

searching learning resources, selecting

and implementing learning experiences

and evaluating learning outcomes

(Knowles, 1975)

• A learning process, primarily motivated

by students’ own aim (intrinsic

motivation)

• Freedom to self-pace

• Freedom to follow alternative learning

pathways

• Freedom to select learning goals

• Freedom to access

• Programme of studies determined by

the individual student and pursued

under the guidance of a personal tutor

• Student controlled, structured content

and process, developed internally by

the students

• A programme of learning organised so

that students are able to proceed

through a programme at their own

pace, filling in the gaps that they do not

know and omitting what they do know.

Transition process in SDL

• A. Disconfirmation

• B. Disorientation

• C. Naming the problem

• D. Exploration

• E. Reflection

• F. Reorientation

• G. Sharing the discovery

• H. Equilibrium

Characteristics of

Small Group Learning

• Active Participation

• A Specific Task

• Reflection

Benefits of SGL

• Active Learning

• Self-motivation

• Promotes deep learning

• Application of ideas

• Adult learning

• Develop transferable skills

During SGL

• Adequate introduction

• Ensure students understand what to do

• Facilitate learning

• Group dynamics: forming, storming,

norming, performing

• Debriefing

Thanks