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Use Of Problem Based Learning (Pbl) In Medical Education

1383 words - 6 pages

Day after day, the medical education is evolving in many aspects. In order to match this development, this requires changing the traditional methods of learning into a new modern one that embraces the requirements of Knowles' theory of adult learning. This theory states that adults are independent and self-directed, have a great deal of experience, interested in problem-centered approaches and get their learning motivation from internal drives. Moreover, the new way of learning should be student-centered and enable students to obtain knowledge in an accessible, efficient and integrated way.1ASSIGNMENT1
In the 1970s, a new way of learning arose at the medical school of ...view middle of the document...

In addition, other studies stated that students in universities that embrace SDL, a core element of PBL, are managed to be more responsible for their own learning without the need for a teacher to insert knowledge in their minds, thus achieving much better than other students. Assignment 5
PBL Sessions:
The PBL process is basically divided into three sessions, each of which consists of many steps. To elaborate, the first session is mainly to identify what we know and what we do not know (learning gap) about the problem. Related to this, we formulate learning objectives. Steps of session one:

1. Cues and difficult terms clarification
2. Problem formulation
3. Hypothesis generation
4. Hypothesis organization
5. Objectives formulation
Session two is mainly about reaching a diagnosis based on information gathered through self-direct learning or history of the patient and tests related to the problem. The steps of session two:
6. Review of learning objectives
7. Information gathering through the patient history and tests
8. Diagnostic decision
After reaching a diagnostic decision, short-term and long-term managements are needed, and this is basically what session three is all about. Steps of session three:
9. Review of session 2
10. Management (including short-term, long-term and social prevention)
11. Evaluation of the group performance
In this paper, I will provide reflection on my experience as a first-year problem-based learner, my role, other roles, and also what went right and what went wrong.

Reflection on The PBL
Roles of Problems:
Problems are real-world situations used to encourage students and assist their learning. Moreover, problems create an environment that stimulate students' intrinsic motivation and develop their curiosity.
We had two problems this semester, the first one was about myocardial infarction. Although we were highly motivated, our lack of knowledge in cardiac diseases prevented us from participating actively.
PBL Roles:
In PBL, each student maintains a specific role, either a chairman, a scribe, or an active member, throughout the whole problem. In addition to that, a tutor must be present in order to guide the students and facilitate their learning.
My Role: An Active Member:
In my opinion, active members are the most important members in the process of PBL. They are probably the most benefited too. The role of active members is to highly participate in the discussion by activating their prior knowledge and in order to identify their knowledge gaps. After that, they involve themselves in self-directed learning about the objectives, and then try to reinforce their understanding by discussing the new information they get. As an active member in both problems, I found it very affective because it is more satisfying and stimulating than other traditional methods. Moreover, Discussing what we learn through SDL encourages greater understanding and better information recalling. For studying, I used...

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