Hybrid Problem-based Learning Curriculum Research Articles

University of Pittsburgh School of Medicine

University of Pittsburgh School of Medicine

Seeing the landscape and the forest floor: changes made to improve the connectivity of concepts in a hybrid problem-based learning curriculum

Problem-based learning (PBL) curricula utilise authentic problems that are based in the real-world of practice. This very characteristic enables students to develop an intimate knowledge about the intricacies of practice, metaphorically, seeing the details of the forest floor. However, it is equally important for students to develop an overall conceptual framework of the curriculum and understand how the different aspects of the subject domain relate to each other, i.e. seeing the landscape. This paper explores the extent to which these two aspects of curriculum design, in particular the landscape, were achieved in an ‘Education Theories’ module for lecturers in higher education. It utilises Hung's 3C3R problem-design model to help develop these connections. The findings alert curriculum designers to pay more focused attention to the holistic problem from Hung's model and the model's relationship with other learning resources (lectures, etc.) in supporting connectivity in PBL hybrid curricula.

What drives students’ self-directed learning in a hybrid PBL curriculum

Evidence supporting Problem-based learning (PBL) fostering students' self-directed learning (SDL) in hybrid PBL curricula is inconsistent. To explore the influence of PBL in a hybrid curriculum on students' SDL, the authors investigated the following: (1) students' self-assessed SDL ability, (2) students' perceptions of the influence of curricular components on SDL, and (3) the relationships between curricular elements and SDL. The research questions were explored both quantitatively and qualitatively. All year 1 (n = 93) and year 2 (n = 93) students in 2004 were invited to participate. Participants completed a 53-item questionnaire addressing (a) self-assessment of their SDL ability, and (b) perceived influence of individual curriculum elements on individual study and SDL. Student and faculty focus group interviews (FGIs) were conducted. Students rated their SDL skills highly, particularly identifying knowledge deficits, learning skills and strategies, and managing study time. Students thought lectures helped in selecting study topics and learning for the tutorial case. Other components including tutors, unit/case objectives, tests, and tutorial discussions, were seen as influencing what to study and the learning process. No significant difference was observed in the responses between year 1 and 2 students. Among the six curriculum components, tutorial discussion and objectives were weakly correlated with with SDL ability. Findings from students and faculty focus group supported the perceived positive influence of the curriculum on SDL. This study found that students' perceived SDL ability was positively influenced by several components of the hybrid PBL curriculum. However, further investigations are needed for a clearer understanding of the specific effects of the hybrid PBL curriculum on students' SDL.

Problem based learning: Does it provide appropriate levels of guidance and flexibility for use in police recruit education?

Education programs for police recruits have often been criticised for their over-reliance on teacher-centred approaches that are less than ideal for promoting functional knowledge and critical thinking skills. Problem-Based Learning (PBL), which is suggested as an alternative, has been criticised for not providing novice learners with appropriate levels of guidance. This paper, drawing on the author’s experiences of a ‘Police PBL’ course originating in North America, will discuss whether this PBL model provides appropriate levels of scaffolding for novice learners in police recruit education. It also discusses how guidance for learners can be utilized in a hybrid PBL model at the New South Wales (NSW) Police College. It is concluded that the Police PBL model provides flexible guidance to novice learners via a range of scaffolding strategies. A hybrid PBL curriculum is also proposed to seek a more effective balance of teacher and learner-centred approaches.

Preliminary evaluation of a hybrid problem-based learning curriculum

Preliminary evaluation of a hybrid problem-based learning curriculum

A Study on the Personal Traits and Knowledge Base of Taiwanese Medical Students Following Problem-based Learning Instructions

Introduction: Problem-based learning (PBL), a pedagogic concept using a student-centred approach and problem-solving through small group discussions, has been adopted in varying degrees for years at all 11 medical institutes in Taiwan. Much evidence has shown that a number of factors can seriously affect student performance in PBL courses, such as the design of PBL scenarios, the tutors’ character and students’ attitudes and efforts. Materials and Methods: The aim of this study was to examine how the personal characters or knowledge base of Taiwanese medical students influence their performance in a hybrid-PBL curriculum. A total of 309 (234 male, 75 female) high-school entry undergraduate medical students participated in this survey. Self-assessed personal traits were presented in a 44-item questionnaire with a Big Five factor structure. Knowledge base was assessed by students’ score point average (SPA) based on their previous 4-year education in medical school. Peer-assessed performance of students in the PBL curriculum was carried out using a well-developed, reliable and validated evaluation form. Results: Each student’s peer-evaluated PBL performance can be divided into 5 principal components, which included control-lead, assist-coordinate, written organisation and compromise-comply (Eigen value >1). The consistency and reliability of the Big Five questionnaire on personal traits was analysed and discordant items were deleted (Cronbach’s alpha = 0.72 to 0.86 after deletion). The relationship between the personal traits, knowledge base and PBL performance, as analysed by simple regression, showed that “extraversion” and “openness to experience” were positively related to the “assist-coordinate” characteristic in PBL performance, and “conscientiousness” was positively related to the “control-lead” characteristic in PBL performance. The SPA was positively related to the “assist-coordinate” or “control-lead” characteristic in PBL performance. The “agreeableness” was negatively correlated with the “control-lead” characteristic in PBL performance. After stepwise regression between the Big Five and each component of PBL performance, only the correlation between conscientiousness and control/lead, and between extraversion and assist/coordinate remained significant. Conclusion: Knowledge and personality characteristics appear to be associated with student performance in a hybrid-PBL curriculum. The implications of this study on the future development and application of this assessment tool in medical schools are presented. Key words: Big-Five, Performance, Score point average

Validation of the Tutotest in a hybrid problem-based learning curriculum

The Tutotest is one of the few structured instruments developed for the assessment of students' learning skills in a problem-based learning (PBL) curriculum. This study was designed to validate the Tutotest in a hybrid PBL curriculum. Forty-four tutors completed 370 evaluations on second to fourth year medical students at the end of the first semester in 2004 using the Chinese version of the Tutotest. There was significant correlation between global rating and Tutotest-C (r = 0.44, P < 0.001). The Cronbach's alpha coefficient was 0.97. Two-week test-retest correlation coefficient was 0.85. Factor analysis revealed four factors, where three were similar to the factors of "effectiveness in group", "communication and leadership skills", and "respect for others" identified in the original Tutotest. "Hypothesis forming and testing" instead of "scientific curiosity" became the fourth factor in our data. Our study validated the Tutotest-C in a hybrid PBL curriculum and students from the Chinese educational system. The test-retest reliability measure with a 2-week interval at the end of the PBL tutorial confirmed the stability of the Tutotest, which has not been previously reported. Since most Asian medical schools adopted a hybrid PBL curriculum, a valid student evaluation instrument for this type of curriculum is valuable.

Moving from a lecture-based to a problem-based learning curriculum-perceptions of preparedness for practice

Objectives: A comprehensive evaluation plan was designed to investigate the effect of curricular change from a lecture-based to a problem-based learning (PBL) curriculum. The objective of this paper is to describe the results of three surveys that examined perceptions of preparation for practice by three stakeholder groups. Method: Three survey instruments were designed to obtain opinions regarding preparation for practice from graduating students, preceptors and supervisors/employers from three curricula that were in place as the PBL curriculum was being implemented. Results: The students graduating from the PBL curriculum perceived themselves to be equally or better prepared than did the students graduating from the other two curricula in a number of activities/competencies. Results from the preceptors and supervisors/employers did not identify any significant differences among the curricula. Conclusions: The survey results provide some data suggesting that the outcomes-based, integrated, hybrid PBL curriculum prepares students for practice as well as, or better, in a number of areas than the lecture-based curriculum.

Support of a Problem-Based Learning Curriculum by Basic Science Faculty

Although published reports describe benefits to students of learning in a problem-based, student-centered environment, questions have persisted about the excessive faculty time commitments associated with the implementation of PBL pedagogy. The argument has been put forward that the excessive faculty costs of such a curriculum cannot be justified based upon the potential benefits to students. However, the magnitude of the faculty time commitment to a PBL curriculum to support the aforementioned argument is not clear to us and we suspect that it is also equally unclear to individuals charged with making resource decisions supporting the educational efforts of the institution. Therefore, to evaluate this cost - benefit question, we analyzed the actual basic science faculty time commitment in a hybrid PBL curriculum during the first phase 18 months of undergraduate medical education. The results of this analysis do demonstrate an increase in faculty time commitments but do not support the argument that PBL pedagogy is excessively costly in terms of faculty time. For the year analyzed in this report, basic science faculty members contributed on average of 27.4 hours to the instruction of medical students. The results of the analysis did show significant contributions (57% of instructional time) by the clinical faculty during the initial 18 months of medical school. In addition, the data revealed a four-fold difference between time commitments of the four basic science departments. We conclude that a PBL curriculu m does not place unreasonable demands on the time of basic science faculty. The demands on clinical faculty, in the context of their other commitments, could not be evaluated. Moreover, this type of analysis provides a tool that can be used to make faculty resource allocation decisions fairly.

Integration of neuroscience and endocrinology in hybrid PBL curriculum.

At the University of Missouri-Columbia, the medical school employs a problem-based learning curriculum that began in 1993. Since the curriculum was changed, student performance on step 1 of the United States Medical Licensing Examination has significantly increased from slightly below the national average to almost one-half a standard deviation above the national mean. In the first and second years, classes for students are organized in classes or blocks that are 8 wk long, followed by 1 wk for evaluation. Initially, basic science endocrinology was taught in the fourth block of the first year with immunology and molecular biology. Student and faculty evaluations of the curriculum indicated that endocrinology did not integrate well with the rest of the material taught in that block. To address these issues, basic science endocrinology was moved into another block with neurosciences. We integrate endocrinology with neurosciences by using the hypothalamus and its role in neuroendocrinology as a springboard for endocrinology. This is accomplished by using clinical cases with clear neuroscience and endocrinology aspects such as Cushing's disease and multiple endocrine neoplastic syndrome type 1.

Problems identified by tutors in a hybrid problem-based learning curriculum.

Problem-based learning (PBL) tutors (n = 27) were interviewed to identify problems they encountered in facilitating a hybrid PBL-lecture curriculum. Analysis of responses yielded six problems for students: "mini-lecturing," dysfunctional group dynamics, completing cases too quickly, superficial research, frustration with tutors who lack content expertise, and lack of support for PBL. These may arise because students lack problem-solving and interpersonal skills needed to benefit from PBL.