theoretical foundation of problem-based learning · pdf filesesak napas konsep patofisiologis...
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Theoretical Foundation
of Problem-based Learning
Titi Savitri Prihatiningsih
Department of Medical Education
Gadjah Mada Medical School
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Contents of Presentation
• Definition
• Features of PBL
• Theoretical Foundation
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Davis and Harden (1999)
• an active learning stimulated by, and
focused round a clinical, community or
scientific problem
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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
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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
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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.
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• 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
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• 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.
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E
N
V
I
R
O
N
M
E
N
T
E
F
F
E
C
T
O
R
R
E
C
E
P
T
O
R
Sen
Sory
Regis
ter
Short
Term
Memory
Long Term
Memory
Response
Generator
Executive
Control Expectancies
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Prior Knowledge
• Determinant of nature and amount of
new information to be processed
• Need to be activated by contextual
cues
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Organization of
Knowledge
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Knowledge Structure
• The way knowledge is structured in
memory makes it more or less
accessible for use
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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
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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
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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
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4548193965199837
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45 48 1939 65 1998 37
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• Kuda
• Kursi
• Kemerdekaan
• Pipa
• Tiang
• Uang
• Buku
• Rumah
• Komputer
• Mobil
• Laras
• Bunga
• Bambu
• Lumpur
• Pohon
• Malu
• Kredit
• Membelah
• Galeria
• Pengemis
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• Kuda
• Kursi
• Kemerdekaan
• Pipa
• Tiang
• Uang
• Buku
• Rumah
• Komputer
• Mobil
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Elaboration
• Storing and retrieving information can be
greatly improved when during learning,
elaboration takes place
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Learned on Land Learned under water
% word
recalled
Recalled underwater
Recalled on land
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Learning occurs within a context similar to the one in which it will be applied.
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Contextual Cues
• The ability to activate knowledge in the
LTM and to make it available for use
depends on contextual cues
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Motivation
• To be motivated to learn,
prolongs the amount of study
time
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Problem-based Learning
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Masalah sbg
Starting Point
Pendidikan
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problem Initial
discussion
Self-
Directed
learning review
Contex
Integration
Intrinsic
interest
Activation
Prior
Knowledge
Theory
Construction
Elaboration
Assimilation
Theory
Testing
Elaboration
Elaboration
Integration
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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
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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)
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• 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
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• 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
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• 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.
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Transition process in SDL
• A. Disconfirmation
• B. Disorientation
• C. Naming the problem
• D. Exploration
• E. Reflection
• F. Reorientation
• G. Sharing the discovery
• H. Equilibrium
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Characteristics of
Small Group Learning
• Active Participation
• A Specific Task
• Reflection
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Benefits of SGL
• Active Learning
• Self-motivation
• Promotes deep learning
• Application of ideas
• Adult learning
• Develop transferable skills
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During SGL
• Adequate introduction
• Ensure students understand what to do
• Facilitate learning
• Group dynamics: forming, storming,
norming, performing
• Debriefing
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Thanks