THEORY NAME: Problem-based Instruction (PBI) THEORIST NAME: Harold S. Barrows, M.D. ASSOCIATED LEARNING THEORY / APPROACH MODEL / DESCRIPTION PBI was officially adopted as a pedagogical approach in 1968 at McMaster University, a Canadian medical school. (Neufeld & Barrows, 1974), because students were unable to apply their substantial amount of basic scientific knowledge to clinical situations. While the fundamental approach of problem solving in situated environments has been used throughout the history of schooling, the term PBI did not appear until the 1970s and was devised as an alternative approach to medical education. In most medical programs, students initially take a series of fact intensive courses in biology and anatomy and then participate in a field experience as a medical resident in a hospital or clinic. However, Barrows (http://www.pbli.org/faculty/hsb.htm) reported that, unfortunately, medical residents frequently had difficulty applying knowledge from their classroom experiences in work-related, problem-solving situations. He argued that the classical framework of learning medical knowledge first in classrooms through studying and testing was too passive and removed from context to take on meaning. Consequently, PBI was first seen as a medical field immersion experience whereby students learned about their medical specialty through direct engagement in realistic problems and gradual apprenticeship in natural or simulated settings. Problem solving is emphasized as an initial area of learning and development in PBI medical programs more so than memorizing a series of facts outside their natural context.. THEORY DESCRIPTION Problem-based instruction (PBI) is an instructional strategy in which students actively resolve complex problems in realistic situations. As an instructional model, it demonstrates that any learning can be accomplished through “learning prompts,” which serve both to intrigue the learner and ensure high quality learning outcomes. It can be used to teach individual lessons, units, or even entire curricula. PBI is often approached in a team environment with emphasis on building skills related to consensual decision making, dialogue and discussion, team maintenance, conflict management, and team leadership. MODEL
PRINCIPLES Once they have worked with the problem as far as possible and identified what they need to learn, the learners engage in self-directed study to research the information needed finding and using a variety of information resources (books, journals, reports, online information, and a variety of people with appropriate areas of expertise). In this way learning is personalized to the needs and learning styles of the individual. The learners then return to the problem and apply what they learned to their work with the problem in order to more fully understand and resolve the problem. After they have finished their problem work the learners assess themselves and each other to develop skills in self-assessment and the constructive assessment of peers. Self-assessment is a skill essential to effective independent learning. CONDITIONS OF LEARNING / APPLICATION MEDIA DESCRIPTION ROLE OF THE LEARNER Students first define or select an ill-structured problem that has no obvious solution. They develop alternative hypotheses to resolve the problem and discuss and negotiate their conjectures in a group. Next, they access, evaluate, and utilize data from a variety of available sources to support or refute their hypotheses. They may alter, develop, or synthesize hypotheses in light of new information. Finally, they develop clearly stated solutions that fit the problem and its inherent conditions, based upon information and reasoning to support their arguments. Solutions can be in the form of essays, presentations, or projects. ROLE OF THE FACILITATOR As facilitators, teachers give students control over how they learn and provide support and structure in the direction of their learning. They help the class create a common framework of expectations using tools such as general guidelines and timelines. As cognitive modelers, teachers think aloud about strategies and questions that influence how students manage the progress of their learning and accomplish group tasks. Teachers act primarily as cognitive coaches by facilitating learning and modeling higher order thinking and meta-cognitive skills. Teachers continually question students about the concepts they are learning in the context of the problem in order to probe their understanding, challenge their thinking, and help them deepen or extend their ideas. As learners become more proficient in the PBL learning process the tutor becomes less active. This is a new skill for many teachers and specific training is required. INSTRUCTIONAL STRATEGIES ASSESSMENT METHODS
RESEARCH QUESTION CONTEXT TESTED RESEARCH METHODOLOGY CONSTRUCTS / VARIABLES RESEARCH DESCRIPTION RESOURCES (APA Style Citation)
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