How does PBL work?

Your facilitator will give your group a case at the first session. Cases unfold over a series of pages, and the group will only receive more information after it has exhausted the discussion of the material on the current page. Groups tackle problems using the sequential process presented below:

Define the Problem
Identify the basic problem within the case. What are the patient's clinical signs? Why is the client seeking veterinary medical help for the animal? New information often changes the group's perspective on a case, so students must frequently return to this step.

Analyze the Problem
Identify the facts you know, going over the page sentence by sentence.

Generate Hypotheses
Using the given information, the group then discusses what could cause these clinical signs and why would these clinical signs occur. Systematically considering each possibility as they work through the case, students narrow the field to the most plausible hypotheses. These are not diagnoses of disease entities, but plausible mechanistic explanations of the clinical signs and disease processes.

What is Known?
Each member of the group has a separate set of experiences, knowledge and expertise. As the group discusses the case, different individuals can offer various pieces of information. What previous knowledge can the group together bring to bear on this case?

What Information is Needed?
Despite the group's pooled knowledge, some areas will invariably remain undefined. Once the group has identified these "knowledge gaps," they must decide who will research each learning area.

Identify Resources
The group should also take time to discuss the best sources of information. This includes identifying resources in the library, community programs/agencies, and available experts. If the group has trouble identifying resources, ask your facilitator or librarian for help with search strategies.
NOTE: These steps are highly interactive; progress in one area often influences others. This sequence is flexible. Move both backwards and forwards through the different steps at will.

Collect New Information
Once the group disperses, it's up to you to research your topic. You have plenty of help in your task - countless sources await you. Use your imagination! The diverse learning experiences that students bring to the group not only make learning more enjoyable, but improve retention and understanding. Look at  the Resources section for some good places to start.

Exchange New Information
When the group meets the following week, each student will have become an "expert" on his or her topic. Your communication skills now face a challenge: how to convey your information in a clear, concise manner that will be useful to the rest of the group. Groups should review their progress on the case again sentence by sentence as an effective method of introducing new material in a relevant context.
Hint: Come prepared and be sensitive to time. Mini-lectures make for a very boring group, so keep to the point. A lively discussion centered around the case works well. Visual aids often help, and handouts are always appreciated.

Is the Problem Complete?
After the group has discussed the case in the context of their new information, they must continue their exploration of the problem. Often new information causes the group's definition and analysis of the learning steps to further refine their analysis. A case may take several weeks to complete, and students rarely exhaust all the learning opportunities open to them.

Summarize the Case
Once the group decides that they have completed the case, they take time to summarize what they have learned. This enables students to review the different areas they have covered and locate possible areas for future study. Drawing a flow chart on the board can be a useful summarizing method.
Hint: Ask yourselves what concepts you have learned. Remember, the case is a means, not an end by itself.