Melissa's E-Portfolio

PROBLEM BASED LEARNINGS (PBL)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

                                                                                       PBL Group 2

 

Problem Based Learning (PBL) is a form of student centered pedagogy where students equip themselves with knowledge by assessing case studies and problem solving. The goals of PBL are to introduce students to self-directed learning and to polish their effective collaboration and problem solving skills. Several triggers are given for a particular case study which will be discusses separately. One case study is divided into a span of 3 PBL sessions. The first session usually involves the distribution of the first trigger and the students will correlate the information obtained with their prior knowledge on the subject. Anything that the students are unsure of will be directed as Learning Outcomes and the workload will be segregated among the students. Each student will be given time to carry out detailed research on their particular topics and share it with their classmates on the next session. This is what self-directed learning is because the facilitator (lecturer) is not involved in the learning process. Instead, the students will discuss and learn from each other. The role of the facilitator is to guide the direction of the session to ensure that the students do not get out of topic and also to monitor the learning process. 

 

 

REFLECTION

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

                                                                            Presenting our research

 

PBL is only implemented in the system blocks because correlation between the suspected disease and diagnosis is easier made when it involves only one particular system within the body. Each block will have a total of 3 different case studies, thus summing up to a total of 9 PBL sessions in one system block.  Upon the first exposure to PBL session, we were quite unsure of how to start off with the discussion among ourselves without the involvement of our lecturer. We started by electing a leader among us to help guide our discussion. Our first session was conducted a little haphazardly due to our lack of experience and we did not go into depth with our researches. However, after further guidance by our helpful facilitators on what to do, we progressed better. After discussing the trigger, we would usually segregate the work among ourselves so that each member could do research in depth regarding the subject. On the next PBL session, each member will present their findings and any extra information could be shared as well. It is truly a form of self-directed learning and this triggers intrinsic motivation within ourselves to study as well because we do not have a scope in which we have to follow. Therefore, we are learning from one another and it is definitely much easier to remember the information because it is discussed in details in each sessions. I really do appreciate this opportunity to participate in PBL because not only does it equip me with extra knowledge, but at the same time it polishes my communication and presenting skills as well.