Women's Health

Problem based learning for all subjects in order to contextualise and integrate student learning

Developed by:

Dr Gillian Webb and staff of the School of Physiotherapy

Institution:

The University of Melbourne

Teaching and Learning Strategy:

Problem based learning (PBL) was introduced as a key component of the learning and teaching of the school in 1999. PBL is used as the principal framework for student learning, particularly in years 1and 2. Students are allocated into small groups of 10 students. The groups are made up to mix the students for age, gender, local or international student. They are facilitated by a member of the School staff. PBL is used in both the biomedical science systems based subjects as well as the physiotherapy subjects. The PBLs are not used primarily to solve a problem but rather to drive the students' learning and understanding around common clinical problems that they will encounter in their clinical practice. These problems include learning topics in the biomedical and physiotherapy sciences. They also include learning issues in, for example, behavioural science, public health, culture, ethnicity and professional practice. The PBL process requires them to be both collaborative learners and independent learners.
The problems are presented to the students, who must identify the key information given to them, identify the problem(s), and develop broad hypotheses for the problems. Students then must decide what further information they require to be able to prove or refute their hypotheses and then on gaining this information prioritise their hypotheses. For each hypothesis they must develop a mechanism that links the hypothesis with the problem. Throughout students must identify issues that they are unable to understand or explain and list these as learning issues. All students must research each of the learning issues for the second session of the problem and be prepared to share this information with the group. The group must come to an understanding of the mechanisms and develop flow charts to explain these.

As part of the process ground rules are made by the group. These enable the proper functioning of the group and include issues such as valuing each other's contributions, making sure everyone does their share of researching topics, not being late and generally ensuring that effective learning takes place.
At the completion of each problem feedback is incorporated. This may be feedback from the group on how they think they have functioned for this problem and also individual feedback. A variety of methods are used for feedback so that students are not threatened by the process but are able to identify their own learning strengths and weaknesses. The social aspect of the group and its contribution to student learning is an important feature of PBL.

The assessment includes a percentage weighting for both the students' participation and facilitation of the group and also of their knowledge generation. Questions on exam papers are written using a PBL framework.
Information for students is given in a variety of forms - paper based, videos, web sites, key references, radiological images. Students record their learning issues and flow charts for their own study. The problem is always closed off for the students with an explanation of the clinical management of the person. Key words are given for the students' private revision.

Course Name:

Principles of Biomedical science, Cardiorespiratory systems, Sensorimotor control systems, Physiotherapy 1 - 4, Musculoskeletal physiotherapy 1

Year Level:

First Year

Expected Outcomes:

Year Level : (First to Third)

Generic learning outcomes
Students should develop skills in collaborative learning and group work
Students should develop skills in independent learning
Students should learn how to access information and critically evaluate it.
Students should develop skills in clinical reasoning
Students should develop the ability to reflect on their own learning.

Specific learning outcomes are dependent on the subject

Effective Aspects:

PBL is a student centred approach to learning which allows the students to use prior knowledge in contributing to understanding a commonly encountered clinical problem. It allows the students to learn about topics in context and considers the person holistically.
The students are introduced into the style of reasoning used in practice and are required to search for evidence to justify their decisions. As part of the learning process students are encouraged to share their understandings of the learning issues, to question and challenge other people's interpretations and to critically analyse information presented. The students are required to work as part of a group and to value other people's contributions.

Evaluation:

All subjects are evaluated using the standard university quality of teaching survey. As well further internal surveys have been done on PBL separately.

Each semester representatives of each PBL group meet with staff to discuss the learning in PBL

Evaluation Outcomes:

Student feedback on the whole is positive. However there are some concerns. The international students find PBL a difficult form of learning initially as they are required to speak out about their learning and to act as scribes on the board, both of which are difficult when English is not their first language. Students have also expressed concern about the depth and breadth of knowledge that they will be required to have for assessment.
Some of the positives from the students have been the sharing of learning in groups; the opportunity to extend their learning issues as identified by the groups; the contextual nature of the learning that brings everything together with a clinical focus and the social nature of learning.

Plans for Changes/Developments in Future:

We are constantly reviewing the processes of PBL and the problems.

Students provide feedback on each problem as well as staff. Changes are made where appropriate. The problems are considered in the context of each subject and new problems are written or the problems are modified. Staff development in the role of the facilitator is a continuing process.

For Further Details

Contact Name:

Gillian Webb

Contact Faculty/School:

School of Physiotherapy

Contact Institution:

The University of Melbourne

Contact Link:

http://www.physioth.unimelb.edu.au/

Introduction to Physiotherapy in Women’s Health using self-directed learning, interactive teaching, and peer and self assessment

Developed by:

Elizabeth Burman and Diana Spurritt

Institution:

La Trobe University

Teaching and Learning Strategy:

Theoretical framework - of essential content material pertaining to Physiotherapy in Women's Health and the principles of adult learning and student-centered teaching: lectures and practical classes that modeled adult-learning interactive principles and practices, and a detailed resource manual.
Experience in the principles and practices of self-directed learning, interactive teaching and peer and self-assessment:

Formulation of a criteria list for evaluation of the presentations. This is complied from their responses to the question - " Think back on your past learning experiences. What factors made some of them particularly effective, meaningful and long-lasting?"
Research in pairs of an allocated topic and formulation of interactive teaching strategies for their content area. They also have free access to a resource room equipped with a range of reference material - books, articles, tapes, videos - and teaching aids for use in classes.
Class outline - written assignment of class objectives, content, teaching methods and ideas for evaluation of effectiveness. This is handed in for assessment and feedback, and any necessary adjustments can then be made before they give their class.
Presentation of their class material - role-playing as a childbirth educator, presenting their topic area to their tutorial group who in turn were role-playing as expectant parents.
Peer evaluation via provision of anonymous feedback - using the previously student established criteria list, students give anonymous written feedback to each other regarding which factors s/he managed well in their class segment and what needed to be improved.
Self-evaluation of their own teaching.

Course Name:

Introduction to Physiotherapy in Women's Health

Year Level:

Fourth Year

Expected Outcomes:

At the completion of this unit students should be able to:

State the essential elements of physiotherapy content, skills and attitudes relevant to Women's health.
Describe and apply processes of active self-directed group learning and interactive teaching that are appropriate for childbirth education classes.
List and apply principles of peer and self-evaluation of group teaching
Value the use of active group teaching processes and self and peer evaluation in facilitating learning.
Aspects of the teaching and learning practice which make it particularly effective.
minimal lectures
identification and formulation of their own criteria
particular emphasis being given to valuing students' contributions and accepting different ideas
students being both participants and presenters
student experience with identifying aspects of effective teaching practice that they can apply to any group process

Effective Aspects:

n/a

Evaluation:

Students filled in a detailed Likert-style evaluation form based on the unit objectives. They also filled in open questions for free comments.

Evaluation Outcomes:

Consistently positive. Results from both sources indicate strong student support for student-centered teaching and learning methodology.