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This is is EDUC 4703,
Teaching and Learning – Problem Based Learning,
session two, video clip one.
The title of this video clip is A Brief History of PBL.
The analysis questions for this video clip are as follows.
Number one, in what types of programs did PBL first appear?
Number two, what was the pattern of secondary PBL program development?
And number three, what are the common elements
in all PBL programs?
PBL is based on ideas that have been around for a long time.
We'll be exploring these ideas a little later in this course.
However, right now, we'll be looking at the diffusion
of, uh, specific PBL processes as originated in the late 1960s.
Problem based learning or PBL, as instituted in McMaster University
in Hamilton, Ontario, Canada
in the 19, uh, 60s, the late 1960s, 1968,
uh, is described as an educational approach that is based on andragogy,
that is adult education, philosophy, psychology,
educational research, teaching and learning,
curriculum design and various other important areas.
According to Barrows, 1980, PBL can be explained as,
“The learning that results from process of working toward
the understanding or resolution of a problem.”
This approach is usually case based,
completed with a small group, no more than eight individuals,
it uses self-directed learning,
as within which the group is given a problem to solve.
The group has a tutorial leader or a facilitator who shares information,
rather than the leader who is serving the role of an expert,
that is, imparting knowledge.
In sum, PBL learning is a process of building on prior knowledge,
problem solving, using critical thinking approaches and reflecting.
It's taken from Maudsley, 1989.
This self-directed, collective approach is a very different way
to teaching and learning than lecture-based designs.
Before the introduction of PBL,
standard practice in medical schools
has been to create lecture-based curricula
in which to impart knowledge to up and coming physicians.
This began to change in the late 1960s
with the introduction of McMaster University’s
new approach to medical education.
PBL was first instigated or i- implemented within the medical program
only at McMaster University,
and subsequently as you'll see, uh, in a couple of more slides,
uh, other programs, uh, wer- became,
uh, late a- adoptees of, uh, PBL as well.
This moment in history changed the way med- many medical schools
all over the world design and implement their curricula.
Howard Barrows is usually credited for being the first person in Canada
to apply a problem-based learning to medical education.
Barrow’s work in, uh, in PBL during the mid-1960s
developed from the concepts around adult learning.
PBL was thought to provide a method for students
to integrate knowledge across subject barrier- boundaries
and to develop problem-solving skills.
Barrows grouped the objectives of PBL into four areas –
structuring of knowledge in clinical contexts,
clinical reasoning,
self-directed learning skills, and intrinsic motivation.
McMaster University was the first Canadian Medical School
to adopt this model.
Soon after, three other medical schools,
in 1972 the University of Limburg at Maastricht in the Netherlands,
the University of Newcastle in Australia in 1976,
and the University of New Mexico in the United States in 1979.
They adopted, uh, the McMaster model of problem-based learning
and developed their own spheres of influence
in addition to the mecca at McMaster.
From these four institutions sprang one of the more, most important,
uh, educational movements of this century.
That's taken from med-ed-online, uh, .org.
Parallel to the development of PBL,
and for a long time almost independently,
a tradition of project pedagogy or teaching in engineering education
emerged in Denmark.
During the 1970s, two ne- new universities were founded –
Roskilde University Centre in 1972,
and Aalborg, uh, University in 1974.
The founding of these new universities
occurred doin- due to a very strong student movement
and, in the case of Aalborg University,
an industry that wanted new competence profiles for engineers.
Learning by doing and experiential learning
were two of the principles that dominated
the development of this particular system.
At the Universities of Roskilde and Aalborg,
the principles of pro- project-based learning
were implemented and fully institutionalized.
Both schools proved to be viable models
and each has known its own history of development
and adaptation of the project model.
Project-organized learning has not lived up, however,
to the expectation of bringing about changes in society.
It has, however, turned out to be an excellent method
for developing new types of competencies.
That's taken from De Graff and Kolmos, 2007.
All models epitomize the fact that projec- problem-based learning
and project-based learning may vary to a certain degree,
inviting people to develop mixed models
such as they are practiced around the world.
The common element in problem, problem and project-based learning
is that in both cases, learning is organized around problems.
A problem as incentive for the learning processes,
is a central principle to enhance students’ motivation.
Therefore, it's important which problems the students are attracted to
on the basis of their own experience and interests.
It could be an any type of problem, for instance,
a concrete and realistic problem, or a theoretical problem.
And again that's taken from De Graff and Kolmos, 2007.
Additional fields were added to the PBL fold.
Other health related programs began to use PBL from the 1980s onwards.
Examples of these is the Veterinary Medicine, uh, program
at Mississippi State University,
the Pharmacy, uh, program at Samford University,
Nursing program at the University of North C- North Carolina,
and a nursing program at Newcastle University.
Uh, professional p- p- preparatory programs
were also using PBL, uh, by the 1980s
and these include the Engineering program
at McMaster University, Engineering at Coventry University,
and again at Imperial College,
Business programs at Maastricht University,
uh, Education programs at Stanford University.
Other disciplines in which PBL is used around the world include
architecture, economics, educational administration,
law, forestry, optometry, police science, art and social work.
PBL in education for the professions has been adopted at universities
in Denmark, Finland, France, South Africa and Sweden.
That's taken from Savin-Baden, 2007.
Why the PBL explosion?
Well in many ways, PBL was the right response
for the time in which it gained a foothold in medical schools,
When, especially when one considers the questions
which were being raised at the time
about problems with traditional medical educa- curricula.
Many of these problems seemed revol- resolvable
with a shift to a PBL format.
For example, faculty who want students to learn,
to remember, to apply, to continue to learn
once out from under their tutelage have, under the traditional format,
often been disappointed.
Too many students memorize, forget, fail to apply
or integrate knowledge, and resist further learning.
Problem based learning curricula seem to foster
the more positive attributes of learning in students.
Positive attitudes toward learning have been noted
as characteristic of students at all schools
which have implemented PBL.
This does not negate the possibility, of course,
that other strategies might also develop similar positive learning attributes.
Another contributing, uh, factor to the success of PBL
as an innovation, is that in the first few schools where it was attempted,
it was perceived as being very successful by faculty and students.
This success in settings sufficiently, uh, different from each other
gave some confidence to other schools that PBL could be applied universally,
or at least, in their particular school.
In fact, there was considerable communication
between the early developers of PBL and late adopters.
Most schools learned about the specifics of implementation of PBL
at the feet of established programs,
either by visits to the established programs,
or by consultations of faculty from established PBL programs
to no progra- new programs, or both.
This mentoring, I believe, has led to the successful implementation
of PBL in many places.
Then, once PBL has been attempted successfully by several medical schools,
it became a known innovation, and was less risky
than some other, less proven methods might have been.
And again, this is taken from med-ed-online.org.
From a theoretical perspective,
um, a great discussion of history and a wide variety of models
that have been used for PBL,
uh, are described – see Savin-Baden, 2007,
"Challenging models and perspectives of p- Problem-based learning."
It's found in De Graff and Kolmos, editors,
Management of Change: Implementation of Problem-based
and Project-based Learning in ege, Engineering,
published in Rotterdam by Sense Publishing.
And to complete this video clip,
the synthesis questions are as follows.
Number one, why does there seem to be a good match between BP- PBL
and practical professions?
Number two, why are the strategies employed in PBL
so different than in traditional teaching and learning?
And number three, how are the roles of the learner
and instructor changed in PBL?
Why might this be important?
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