PBL Study Skills
an overview
Cita van Til
Francy van der Heijden
How to order the book:
Maastricht University
Department of Educational Development & Research
P.O. Box 616
NL - 6200 MD Maastricht
The Netherlands
Phone +31 (0)43 3885726 / Fax: +31 (0)43 3885779
E-mail: [email protected]
ISBN 978 90 5398 057 6
© Copyright Department of Educational Development & Research,
Maastricht University, 2003 - 2010
Production: Datawyse | Universitaire Pers Maastricht
Contents
INTRODUCTION
5
STUDY SKILLS IN PROBLEM-BASED LEARNING
Explanation of components
6
PBL STUDY SKILLS
Diagram of components
7
WORKING WITH THE SEVEN-STEP APPROACH
9
INTRODUCTION
9
Step 1: Clarifying concepts
Step 2: Defining the problem
Step 3: Analysing the problem/brainstorming
Step 4: Problem analysis/systematic classification
Step 5: Formulating learning objectives
SELF-STUDY: STEP 6
10
Selecting sources of information
Studying sources
Scheduling
Preparing report
DISCUSSION: STEP 7
Reporting
11
PARTICIPATION IN TUTORIAL GROUP
DISCUSSION LEADER
Preparation
Structuring
Summarising
Stimulating
Asking questions
Reformulating
Concluding
GROUP MEMBER
14
Taking minutes
Providing information
Asking for information
Summarising
Active listening
Providing feedback
Asking for feedback
Receiving feedback
12
12
TUTOR
16
Stimulating
Asking questions
Providing information
Observing and analysing
Providing feedback
EVALUATION
18
Observing
Analysing
Providing feedback
BIBLIOGRAPHY
21
SUMMARY CHECKLIST
Usage
22
Introduction
In problem-based learning, students must have a number of skills in order to be able
to successfully apply the method used to approach ‘problems’ (usually the seven-step
approach), as well as skills for working and co-operating within a group. The process of
co-operation is the result of participating in a tutorial group, as a group member, discussion leader, or tutor.
This publication gives an overview of these specific study skills, which are required to
successfully operate within the system of problem-based learning. The system is based
on skills for learning to work methodically and co-operating in tutorial groups.
The method (working with the seven-step approach) and the process (participating
in tutorial groups) will first be illustrated in a diagram. Subsequently, each component is
dealt with in a separate section. This includes an illustration of the concept, as well as a
brief explanation of its objective and function. In addition, the required subskills will be
listed.
Acquiring skills is a learning process. This requires looking critically at one’s own
functioning and the ways in which others function. At the beginning of the study programme, one may use the overviews in order to establish which of the various skills
have already been acquired and which need further attention. As the study progresses,
the evaluations may pay more specific and concrete attention to the items or components that need to be changed.
This booklet is designed to offer guidance with respect to those components of problem-based learning that require attention in the tutorial groups. It may also help both
students and lecturers to point out exactly which study skills students have or lack, and
thus provide a contribution to the effective and efficient functioning of tutorial groups
and individual students.
5
Study skills in problem-based learning
Explanation of components
PBL study skills consist of the skills needed in order to participate in a group, to apply
the seven-step approach, and to evaluate. Below is a brief explanation of these components. On the following page is a diagram of the components.
Participating in tutorial groups
In problem-based learning, students work on tasks in small groups. Successful functioning of a tutorial group depends on the one hand on the way in which students deal
with the tasks (seven-step approach), and on the other hand on the interaction of group
members. Each tutorial group has one discussion leader (a student), whose task is to ensure that the discussion proceeds correctly in terms of method and process. The group
members exchange ideas, thoughts, and views concerning the tasks. The way in which
things are said, what is being said, and how other react to this - both verbally and nonverbally - affects the way in which new knowledge and information is acquired and understood. The tutorial group is supervised by a tutor (a lecturer or a senior student). The
main task of the tutor is to promote the learning process and co-operation within the
group. The proper functioning of the group process is a shared responsibility of the
group members, the discussion leader, and the tutor.
Working with the seven-step approach
The tutorial group is a place where knowledge and information is exchanged on the
basis of tasks that have been set. This proceeds systematically according to a particular
method, the so-called seven-step approach. The tasks are usually presented in the form
of problems. These problems can be clarified or solved by going through the seven ‘stages’ of the seven-step approach.
During the preliminary discussion of tasks in the tutorial group, the problem underlying the task is defined and analysed. This process constitutes the first five steps of the
seven-step approach. During this process, an attempt is made to provide explanations
for and/or to define the problem on the basis of knowledge that is already present within the group. At the same time, an inventory is made of the knowledge that is lacking.
During the period between two tutorial group meetings, students consult the literature
and other sources of information in order to find answers to the questions that remained unanswered in the group meeting (Step 6). The next group meeting is used to
discuss the results of the self-study, after which the last step is taken. In this stage, the
newly acquired knowledge and information is presented to the other students, ensuring
that everything is properly understood. The group also considers whether the topic at
hand has been studied with sufficient depth.
Evaluation
Within each group, there are factors that promote the discussion and factors that
obstruct this process. These factors are discussed during the evaluation. The evaluation
may concentrate on subject-specific aspects or process aspects. Frequent evaluations
offer the group the opportunity to acquire insight in its own strengths and weaknesses.
This enables the participants to agree on the way in which the tutorial group functions.
6
PBL study skills
Diagram of components
Participating in tutorial groups
discussion leader
group member
tutor
Working with the seven-step approach
1
clarifying
concepts
self-study
preliminary discussion
reporting
2
defining the
problem
3
analysing
the problem/
brainstorming
4
problem
analysis/
systematic
classification
5
formulating
learning
objectives
6
self-study
7
discussion
Evaluation
7
Working with the seven-step approach
Steps 1 through 5: Preliminary discussion
During the preliminary discussion, the group establishes which knowledge is already
present with respect to the task set. In this way, the existing knowledge is activated, providing starting points for the search for additional knowledge.
clarifying concepts
To avoid confusion or misunderstanding,
the concepts used in the task set are first
clarified. This enables all participants to
start from a common starting point
1
• recognising concepts lacking clarity
• recognising confusing concepts
• asking for an explanation
• giving an explanation
defining the problem
The essence of the task is determined in order to establish the boundaries of the topic
2
• putting forward proposals for a definition
• translating the essence of the task into a defined
problem
• clearly formulating a concrete problem
analysing the problem/brainstorming
Refreshing and establishing the knowledge
present within the group (activating previous knowledge), followed by a process of
providing as many explanations, alternatives and/or hypotheses as possible for the
underlying problem
3
• listing relevant aspects and explanations
• giving additional information about listed aspects
and alternative explanations
• asking more detailed questions and additional
information with respect to relevant aspects and
explanations of fellow-students
• asking questions regarding matters that are
unclear or inconsistent
• avoiding the a priori exclusion of possible
explanations
• listing alternatives
problem analysis/systematic classification
Classifying explanations provided in the
brainstorming session, indicating their interrelationships
• creating links between listed aspects and
explanations
• using diagrams
4 • noting any unclarity and gaps in the classification
formulating learning objectives
Determining on the basis of the explana• formulating learning objectives on the basis of
tions given what knowledge is still lacking
knowledge that is lacking
and what has remained unclear. On the ba- • creating a link with the problem analysis
sis of this, learning objectives are formu• formulating in unambiguous, clear, well-defined
lated
5 and concrete terms
9
Working with the seven-step approach
Step 6: Self-study
On the basis of specific questions (learning objectives), acquiring knowledge that is
understood and can be applied.
scheduling
Finding regularity and a proper balance
between study time and time off, making efficient and effective use of the
available time
6
• determining fixed and less fixed study commitments
• checking availability of facilities
• determining preferred times for self-study
• efficient planning of study activities
• setting feasibly targets
• meeting the targets set
selecting sources of information
Looking for relevant sources of information and selecting the appropriate ones,
in terms of quality and quantity, with
sufficient depth, for effective studying
6
• selecting on the basis of specific problems (learning
objectives)
• establishing keywords for selection
• assessing sources for their appropriateness (topic,
author, target group, date of publication, etc.)
• scanning sources
studying sources
Acquiring new information that one
understands and is able to apply in such
a way that an answer can be given that
is in line with the learning objectives,
and the information can be applied, for
example to solve the problem set in the
task
6
• studying on the basis of the objective (learning
objectives)
• determining whether what has been studied is
understood
• asking questions on the basis of what has been
studied, in particular with respect to logic and
argumentation
• looking for links between new and previous
knowledge
• making notes and diagrams
preparing report
Looking back critically at existing knowledge, making links with the preliminary
discussion and learning objectives. On
the basis of the latter, preparing what
must be dealt with in the tutorial group
in order to participate efficiently and
effectively
6
10
• making notes during self-study (also quoting sources)
• critically reflecting on what has been studied
• translating areas of unclarity into concrete questions
• determining whether what has been studied can be
present briefly and clearly
Working with the seven-step approach
Step 7: Discussion
During the discussion, the newly acquired knowledge is actively applied and students
check whether the problems can be solved and the learning objectives have been met.
reporting
In a discussion with fellow-students,
answers and learning objectives are
presented in a report, questions are
asked, and unclarity is discussed. After
the discussion, each student knows
whether the new knowledge has been
understood, the subject matter has been
studied with sufficient depth, and the
subject matter can be explained to
others
7
• presenting what has been studied, briefly and clearly
• creating links with learning objectives in relation to
the problem set
• supporting presentation with diagrams and/or
examples
• quoting sources
• asking questions in case of unclarity
• giving additional information, if necessary
• critically testing the new knowledge
- depth, relationship, opposition
• meeting learning objectives/solving problem
11
Participation in tutorial group
Discussion leader
The discussion leader structures the content and logical sequence of events in the tutorial group meeting. In addition, he or she ensures that the seven-step approach is applied and makes sure that the interaction and co-operation between group members proceeds properly. In this way, the discussion leader contributes to an efficient and effective
tutorial group meeting.
preparation
Determining the ‘agenda’ beforehand
ensures that the meeting will proceed
effectively and efficiently. The working
method of the tutorial group is ‘set’
(standard seven-step approach or adaptation of the latter)
• determining the order of the learning objectives to be
discussed
• thinking about any difficulties in the learning
material
• assessing the expected contribution/impact of group
members
• reading through the new task
• drawing up the agenda for the meeting
structuring
The process of arranging the input, indicating lines during discussion, and
checking the relevance of the topics
discussed, provides a structure for the
meeting and promotes the efficient and
effective use of time and means
• presenting agenda/procedure and adapting such, if
necessary
• introducing the framework
• asking (introductory) questions
• channelling the input
- pointing out (in)sufficient depth and/or relevance
- interrupting or asking further questions, if
necessary
- summarising
summarising
Pointing out the main issues provides a
structure for the meeting, can be used
to ensure whether the topics discussed
have been understood, and may help
stimulate group members. The emphasis in summarising is on providing a
structure in the discussions
• pointing out the essence
• correct timing:
- after a confusing, unclear discussion or flow of
words
- after a long discussion
- to round up a section
• correct representation
• if necessary, ask a group member to summarise
stimulating
Starting and maintaining the pace of the
meeting. This may also help promote a
positive working environment and equal
and balanced contributions of all group
members
12
• asking questions
• non-verbal inviting behaviour
• enabling discussion of contrasting views (as to
content, or personal)
• enabling discussion of the (balanced) participation of
group members
• reacting to verbal and non-verbal reactions from the
group
asking questions
Asking fellow-students questions may
provide a structure, stimulate input
and/or promote the depth of the preliminary and final discussions
• formulating questions properly
- clearly
- referring to one topic at a time
- balancing properly
- asking at the right time
reformulating
Presenting more precisely what a fellow- • clarifying and explanatory presentation of
student has said, in order to en- hance
information/contributions
understanding and to check whether
• presenting the most important content in different
what was said was understood by the
words
discussion leader and/or group mem• correct timing:
bers
- in the case of confusion about what was said
- if information is unclear or poorly presented
- in the case of deviation from the topic of discussion
concluding
Listing what was done, decided and
agreed upon, in order to start from a
common starting point at the next
meeting
• correctly summarising of formulated learning
objectives
• repeating agreements made
• providing opportunity for evaluation
13
Participation in tutorial group
Group member
As a group member, one communicates both verbally and non-verbally with other
group members, exchanging ideas, thoughts, views and emotions. The primary aim of the
tutorial group is to increase knowledge and insight in (new) subject matter.
taking minutes
Making notes and diagrams in order to
visualise and summarise the exchange
of information in the tutorial group
meeting
• representing discussion and/or arrangements
correctly, clearly and orderly
• making diagrams and summaries
• using keywords reflecting the essence of the
discussion
• using common abbreviations
• asking for an explanation in case of unclarity
providing information
During the preliminary discussion,
actively telling fellow-students what is
known; during the discussion informing
them what was studied, complementing
fellow-students and explaining anything
that is unclear
• ordering thoughts in advance
• adapting to reference framework of fellow-students
• supporting explanation/information visually
• restricting oneself to main lines
• answering or ensuring that information is logically
connected to what has preceded
• reacting to verbal and non-verbal reactions of fellowstudents
• giving fellow-students the opportunity to react
asking for information
Ask specifically for clarification, additional information or explanation in
order to check and increase one’s own
knowledge and that of others
• in the case of unclarity, asking further questions
• formulating clearly and succinctly
• asking one question at a time
• making links with topic of discussion
• distinguishing between questions, interpretations
and statements
summarising
Listing main points provides a structure
to the meeting, may help stimulate
group members, and can be useful to
check whether the items discussed were
understood
14
• representing the core idea
• correctly representing what was discussed
• correct timing
• if possible, providing support using blackboard/flipover
• clarifying objective of summary
active listening
Actively assessing whether one’s own or
new knowledge is correct and whether
information from fellow- students is
correct, contributes to a greater understanding and better remembering of the
subject matter. An active listening attitude also stimulates both the group
process and the product
• having frequent eye contact with group members
• first listening to speakers, and only then thinking
about one’s own contribution or questions
• paying attention to the essence of what is being said
• showing active involvement by means of
attitude/non-verbal behaviour
providing feedback
Enabling discussion of promoting and
inhibiting factors in the tutorial group.
This may concern the content, the working method used, or the behaviour of
the group or group members. By receiving feedback, group members get
the opportunity to modify any inhibiting aspects in their behaviour
• referring to what is important for the tutorial group
• considering the feelings of those to whom feedback
is given
• constructive and supportive:
- specific, observable and attestable behaviour
- on the basis of one’s own observation and feeling, in
“I” form
- restricted to concrete manifestations of behaviour
- describing both good aspects and behaviour to be
changed
- providing alternatives
• determining how feedback was received and
understood
asking for feedback
Obtaining knowledge and insight with
respect to one’s own behaviour and its
effect on others
• determining what one wants to know
• asking for specific feedback
• asking concrete questions
receiving feedback
Being ready to receive feedback from
others and subsequently determining
what one wants and can do with it
• listening; trying to understand feedback before
thinking of and giving counter arguments
• approaching criticism constructively:
- asking further questions in case of unclarity, if
necessary from fellow-students
- checking one’s own interpretation (feedback
understood?)
- determining whether the effect of one’s own
behaviour is desirable
- determining whether and how behaviour can be
changed
15
Participation in tutorial group
Tutor
The tutorial group meets under the supervision of a tutor. The tutor’s main task is to
promote both the learning process of the students and their mutual co-operation.
stimulating
The aim of tutor intervention is to ensure that students work on the tasks
with sufficient depth
• showing ‘active listening behaviour’
• communicating both formally and informally
• asking open questions
asking questions
In this way, the tutor controls the preliminary and final discussions of the
tasks, influencing in particular the relevance, depth, and applicability of the
subject matter. The questions may help
students to discover and solve by themselves any misconceptions, incorrect
views and thoughts
• relate to knowledge level
• formulating in intelligible language
• choosing the right timing:
- when preliminary or final discussions are too broad
- if there are any knowledge gaps
- when input stagnates
- when links are not made
- if ideas are incorrect
- when major issues are not distinguished from minor
ones
- in case of failure of discussion leader or group
members to provide structure
providing information
If the group cannot find a way out, the
tutor may give a (brief) explanation or
practical examples, or illustrate by referring to similar situations, with the intention of getting the group process
going again or stimulating greater depth
of the discussions
• relate to knowledge level
• formulating in intelligible language
• giving suggestions as to literature and other sources
of information
• only provide information if the group has got stuck
(after asking questions)
• correct timing:
- explaining difficulties
- correcting mistakes
observing and analysing
On the basis of observations, determining the positive and negative effects of
the way the tutorial group functions,
and their consequences for the learning
process in order to provide feedback on
(lack of) agreements, the method used,
the quality of discussions, contribution
by group members, and co-operation
within the group
16
• paying particular attention to:
- balanced contributions by individual group
members
- effectiveness and efficiency of group agreements
and group standards
- effectiveness and efficiency regarding application of
the seven-step approach
- co-operation and interrelation
providing feedback
• giving constructive and useful feedback
Informing students about the positive
and negative aspects of the tutorial
• providing insight in group processes and individual
group, in particular the individual roles,
contributions
the content of discussions, and the ap• providing insight in the group product
plication of procedures, in order to increase the insight of students in their
own functioning within the group and, if
necessary, to improve this
17
Evaluation
During the evaluation, participants reflect on the factors that promoted and obstructed the tutorial group process. The aspects discussed may deal with the content or
process of the meetings. If necessary, arrangements can be made or adapted, which may
improve the co-operation and learning process. The relationship between individual and
group interests may play a role here.
observing
Paying attention to methodical working, processes and standards that play a
role within the group. This provides insight into their effects on the effectiveness and efficiency of the meetings
• looking consciously, purposefully and systematically
• making notes in order to be able to present concrete
examples
analysing
On the basis of the observations, arriving at a value judgement of the positive
and negative effects of existing (or lacking) arrangements, procedures and/or
behaviour on the successfulness of the
meetings
18
•the following questions may be asked:
- which method is being used to achieve the learning
objectives and what are its effects
- which method is being used to give feedback on the
learning objectives and what are its effects
- how do students react to and work with one
another
- which implicit and explicit arrangements were
made within the group and what are the
consequences of this
- which alternatives are available
providing feedback
Informing one another of observations, • listing in concrete terms all arrangements,
irritations and opinions, in order to adprocedures and behaviour that went well, as well as
just learning objectives, if necessary, and those that require improvement (see also section on
to arrive at better co-operation and
providing feedback as a group member)
greater depth of discussions
• listing in concrete terms the effects of arrangements,
procedures and behaviour on the group process or
group product
• listing in concrete terms any alternatives to
arrangements, procedures and behaviour that did not
go well
• discussing elements of the group process that failed
• giving an opinion on the way in which the various
group members co-operate
• taking decisions on whether to maintain or change
arrangements, procedures or behaviour
• discuss (again) the effects of changes in
arrangements, procedures or behaviour
19
Bibliography
Bögels, S., Mourik, T. van (1996) Vaardigheidstraining basale gespreksvaardigheden
[Training Basic Discussion Skills]. Department of Educational Development and Research, Faculty of Health Sciences. Internal publication of the University of Maastricht. Maastricht
Deutekom, E.J. (1996) Procedure-afspraken over de hantering van de zevensprong [Procedural Arrangements concerning the Use of the Seven-Step Approach]. Department
of Educational Development and Research, Faculty of Health Sciences. Internal publication of the University of Maastricht. Maastricht
Grave, W. de (1996) De Maastrichtse Tutorvaardigheden Vragenlijst: deel 1, 2 en 3 [The
Maastricht Tutor Skills Questionnaire: Parts 1, 2, and 3]. Faculty Development Project, Faculty of Medicine, Maastricht. ISBN: 90-5398-037-7.
Heijden, F. van der, Til, C.T. (1996) Vaardigheidstraining studievaardigheden PGO [PBL
Study Skills Training]. Department of Educational Development and Research, Faculty of Health Sciences. Internal publication of the University of Maastricht. Maastricht
Lang, G. en Molen, H. van der (1991) Psychologische gespreksvoering [Psychological Discussion Techniques]. Baarn: Nelissen.
Moust, J.H.C., Bouhuijs, P.A.J., Schmidt, H.G. (1997) Probleemgestuurd Leren [Problembased Learning]. Hoger Onderwijs Reeks [Higher Education Series]. Groningen: Wolters-Noordhoff.
Schmidt, H.G. (1983) Problem-based learning: rationale and description. Medical Education 17, 11-16.
Schmidt, H.G. (1993) Foundations of problem-based learning: some explanatory notes.
Medical Education 27, 422-432.
Sova groep (1987) Samen werken, samen leren [Working together, learning together].
Baarn: Nelissen.
Til, C.T., Pronk, M., Heijden, F.M. van der (1997) Studievaardigheden PGO: Evaluatie van de
nieuwe opzet van de training en invoering van het vaardigheden logboek [PBL Study
Skills: evaluation of the new setup of the training programme and implementation
of the skills log]. Internal report. Department of Educational Development and Research, Faculty of Health Sciences. University of Maastricht. Maastricht
21
Summary checklist
Usage
It is clear that studying within the system of problem-based learning requires many
skills. Frequent evaluation is therefore important. On the one hand, this provides insight
in the way in which the group functions and offers the possibility of changing this. On
the other hand, it provides insight in one’s own functioning. This demands, however,
that all parties play an active role. The ‘Summary Checklist’ was developed as a tool for
structured evaluation. The Summary Checklist should be used to examine how the various PBL study skills have been mastered and where individual problem areas may be.
The checklist can be completed as follows: check the most appropriate score (1-4).
For example: under ‘Group Participation’, one gives oneself (or someone else) the score
3. Then, this person indicates which aspects of the skill concerned are still a problem.
The overview booklet can be used as a guide here, to indicate as concretely as possible
which items still create problems. For example, ‘ordering thought when giving information’ or ‘giving a summary at the right time’. Hence, it is not sufficient to merely state
‘summarising’, but one must also list the aspect(s) of summarising offering problems.
These items should receive further attention during subsequent blocks (and feedback
should be asked for). If the Summary Checklist is completed and discussed consistently
and regularly, it can be used as a learning report. In this way, the checklist can be
handed in to the tutor/trainer at the end of a block or study period and serve as a basis
for an individual evaluation. This offers the opportunity of discussing and evaluating the
status of PBL study skills of individuals and the group as a whole, both during and at the
end of a study period.
22
Summary checklist PBL Study Skills
Name student:
Student number:
Check: 1 = insufficient, 2 = moderate, 3 = sufficient, 4 = good
Working with the seven-step approach:
2
PRELIMINARY DISCUSSION: 1
Clarifying concepts
Defining the problem
Analysing the problem/brainstorming
Problem analysis/systematic classification
Formulating learning objectives
3
4
learning objectives
1
SELF-STUDY:
Selecting sources of information
Studying sources
Scheduling
Preparing feedback report
3
4
learning objectives
1
2
3
4
DISCUSSION:
Brief and clear presentation of subject matter studied
Relating to learning objectives / problem definition
Supporting with diagrams / examples
Referring to sources
Asking questions / giving additional information
Testing new knowledge
learning objectives
2
Participation in tutorial group:
DISCUSSION LEADER:
Preparing
Structuring
Summarising
Stimulating
Asking questions
Reformulating
Concluding
1
2
3
4
learning objectives
GROUP PARTICIPATION:
Taking minutes
Providing information
Asking for information
Summarising
Active listening
Providing feedback
Asking for feedback
Receiving feedback
1
2
3
4
learning objectives
TUTOR:
Stimulating
Asking questions
Providing information
Observing and analysing
Providing feedback
1
2
3
4
EVALUATION:
Observing
Analysing
Providing feedback
Receiving feedback
1
2
3
4
learning objectives
23