A CRITICAL EVALUATION OF A
FORMATIVE ASSESSMENT PROBLEM BASED LEARNING
Dr Joanna Grogono
Clinical Research Fellow
Health and Life Sciences
EXPERIENCE: CONTEXT
Students
1st year Biomedical Sciences
Course
Pathophysiology
Assessment
Problem-based learning scenario range of curriculum topics
Hmelo-Silver, Cindy E. (2004). "Problem-Based Learning: What and How Do Students Learn?".
Educational Psychology Review 16 (3): 235–266
EXPERIENCE:
PROBLEM BASED LEARNING
ACTIVITY
•Small group
•Open-problem based scenario –
pathophysiology
•Student centred – chair and scribe
•Facilitator
•Activate prior knowledge
•Question formation – identify learning issues
•Self-directed study
•Presentation
•Questioning/Feedback – constructive criticism
•Assessment
Barrows, Howard S. (1996). "Problem-based learning in medicine
and beyond: A brief overview". New Directions for Teaching and
Learning 1996 (68): 3–12.
EXPERIENCE
Learning outcomes:
• Session aims clearly stated
• Expected Learning Outcomes –
identified at end
Graduate attributes:
•Critical self awareness and personal
literacy
•Academic literacy
•Research literacy
•Digital and information literacy
The Strategy for Enhancing the Student Experience (2015-20), Oxford Brookes University
CRITICAL REFLECTION
Gibbs Reflection
Cycle
Gibbs G (1988) Learning by Doing: A guide to teaching and learning methods. Further Education
Unit. Oxford Polytechnic: Oxford.
EVALUATION
Good
Bad
Students led
Time consuming
Lifelong learning
Incorrect knowledge
Problem solving skills
Cognitive Load
Transferable skills
Presentations skills
Improved attendance
Group dynamics
CRITICAL REFLECTION
Gibbs Reflection
Cycle
Gibbs G (1988) Learning by Doing: A guide to teaching and learning methods. Further Education
Unit. Oxford Polytechnic: Oxford.
ANALYSIS / INSIGHT
Brookfield Four Lenses
•Self review – as learner and as teacher
•Student review - at end of session
•Peer review - advice from supervisor ‘say less’
•Literature review – cognitive load
Feedback and reflection on the learning process and group
dynamics are essential components of PBL
Sweller, J (1988). "Cognitive load during problem solving: Effects on learning". Cognitive
Science 12 (2): 257–285
CONCLUSION
• Successful learning/teaching session
• PBL address many of the problems
associated with lecture based teaching
• Could improve in certain areas
ACTION / RECOMMENDATIONS
• Formal feedback
• Encourage the chair to ask all of their peers
to contribute
• Offer background reading list to try to even
up prior knowledge
• Stress the pathophysiology element of it
• New PBL scenarios
REFERENCES
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Hmelo-Silver, Cindy E. (2004). "Problem-Based Learning: What and
How Do Students Learn?". Educational Psychology Review 16 (3):
235–266
Gibbs G (1988) Learning by Doing: A guide to teaching and learning
methods. Further Education Unit. Oxford Polytechnic: Oxford.
Brookfield, Stephen. Becoming a Critically Reflective Teacher. SanFrancisco: Jossey-Bass. 1995.
The Strategy for Enhancing the Student Experience (2015-20),
Oxford Brookes University
The UK Professional Standards Framework for teaching and
supporting learning in higher education 2011.
Barrows, Howard S. (1996). "Problem-based learning in medicine and
beyond: A brief overview". New Directions for Teaching and Learning
1996 (68): 3–12.
Sweller, John (2006). "The worked example effect and human
cognition". Learning and Instruction 16 (2): 165–169.
Sweller, J (1988). "Cognitive load during problem solving: Effects on
learning". Cognitive Science 12 (2): 257–285