"Suggestions" for PBL groups

Attendance

  • If a student cannot attend- contact another member of group and if session being missed is Day 2 or 3 of a problem, make sure your researched information reaches the group.
  • If a facilitator cannot attend: arrange for a group meeting at another time and ask the group if they want to meet without a facilitator and call in a substitute from the emergency reserve listing
  • Arrive on time (courtesy)

Communication

  • Share Telephone numbers and e-mail addresses
  • Speak one at a time (courtesy)

Resources

  • It is okay to bring books, dictionaries, resources that you have found in researching your PBL learning area

Procedures

  • Table arrangement, facilitator should be at the at end of table and away from the board
  • When following handout of a problem, page turn, or start of a new session the following is suggested:

    1. All read appropriate page(s) through silently individually.
    2. Ask for a reader to read aloud.
    3. Ask for a scribe to go to the board- Make sure scribe is involved in the discussion as it progresses, is given clear direction on what to write on the board, (e.g., should not be expected to come up with the words for the group), given time to keep up and maintain active participation, and transcribes the board at conclusion of a session for retrieval at beginning of next session.
    4. Page turning should be by consensus. Do not be in a hurry to turn page; if page is turned too quickly, the group will be confronted with too much information to process. Similarly, do not turn page near end of a session. Redefine problem before each page turn along with consolidating/prioritizing/ revising hypotheses and other pertinent board categories.
  • All that goes on the board must be group consensus; but if an idea surfaces to the group get it on the board so it does not get lost. Categories suggested for use on the board:

    1. What we know
    2. What we want to know (service/transition category that leads to hypotheses and learning issues)
    3. Hypotheses
    4. Learning issues
    5. Problem definition
  • Remember problem-based learning is the focus - what can we learn from this problem is the approach to take, not what is the diagnosis and how do we get it, e.g., today the patient is here to help us learn, we are not here to help the patient. Review the primary content objective grid at the end of this guide to make sure that you are satisfying appropriate course objectives.