Laboratory Practice in PBL

Copyright@Titi Savitri

Laboratory Practice in PBL

Titi Savitri PrihatiningsihDepartment of Medical Education

Gadjah Mada Medical School


Contents of Presentation• Learning and Theories of Skills

Acquisition• Features of PBL and Theoretical

foundation• Theoretical Foundation


What is Learning?• Learning is a change in knowledge,

understanding, attitude, behaviour and performance as a result of instruction



Three types of learning

Cognitive

Affective

Psychomotor

Knowledge

Attitudes

SkillsCannot learnIn isolation


Cognitive learning levels (Bloom)

• Evaluation• Synthesis• Analysis• Application• Comprehension• Recall of factual information


Psychomotor learning levels• Adapting and originating

(modifies performance as conditions change)

• Complex overt response (behaviour is skilled,smooth, efficient, with minimum time and effort)

• Mechanism (learned behaviour is habitual)

• Guided response (under instructor guidance)

• Set (preparatory adjustment for particular action)

• Perception (awareness of objects and qualities)


Attitudinal learning levels

Characterisation of a value or value complex

Organisation

Valuing

Responding

Receiving


Types of Learning Outcome(Gagne)

Should be learnt in an integrated manner


Intellectual SkillsIntellectual Skills

Permit the learners to carry out symbolically controlled procedures


Cognitive StrategiesCognitive Strategies

• The means by which learners exercise control over their own learning process


Verbal InformationVerbal Information

• The facts and organized knowledge stored in the learner’s memory


AttitudesAttitudes

• The internal states that influence the personal action choices a learner makes


Motor SkillsMotor Skills

• The movements of skeletal muscles organized to accomplish purposeful actions


Intellectual skills discriminations concrete concepts defined concepts rules higher-order rules (problem-solving)


Verbal information- memory or recall

Cognitive strategies- learning how to learn and think

Motor skills- goal directed muscular movement

Attitudes- mental state influencing action


Definition of Skills• An organized and co-ordianted pattern

of mental and/or physical activity in relation to an object or other display information, usually involving both receptor and effector processes. It is build up gradually in the course of repeated training or other experience (Patrick, 1992)


Characteristics of Skills• Skills are learned or trained• Skills implies some coordinated

physical or cognitive activity to achieve a goal

• Skills implies flexible or adaptive performance


Theories of Skills Acquisition• The cognitive phase – intellectualisation

process in learning new tasks• The fixation of association phase – correct

patterns of behaviour are slowly established by practice with errors being gradually eliminated

• The autonomous skill – skills become more automatic and requires fewer pyschological resources (Fitts, 1992)


Theories of Skills Acquisition• Learning skills proceeds through two

stages: – the verbal motor – cognitive and

associative phases (important instruction and feedback)

– the motor – established(Adam, 1987)


Theories of Skills Acquisition• A schema theory of motor learning

(Schmidt, 1975):– The initial conditions– Response specifications– Sensory consequences– Response outcome



Davis and Harden (1999)

• an active learning stimulated by, and focused round a clinical, community or scientific problem


Ross (1991)• Students work on the problem which is

explicitly used to get students themselves to identify and search for the knowledge, that they need to obtain in order to approach the problem


Albanese and Mitchel (1993)

• instructional method characterized by the use of patient problems as a context for students to learn problem-solving skills and acquire knowledge about the basic and clinical sciences


Dolmans (1994)

• Faculty objectives are translated into a problem, usually consisting of a set of phenomena in need of some kind of explanation. Students analyse these problems, attempting to understand the underlying principles or processes through small-group discussion. During discussion, questions which remain unanswered are identified. These questions or learning issues serve as a guide for independent and self-directed learning.



• The problem acts as a stimulus for learning• An educational approach• A student-centred approach• Active processing of information• Activation of prior knowledge• Meaningful context• Opportunities for elaboration/organization of• Collaborative



Problems



• Further indiction of the importance of organization is obvious from the finding of active rearrangement of randomly presented lists. Even though items from various categories are presented in random order, subjects group the items into their appropriate categories at recollection.


ENVIRONMENT

EFFECTOR

RECEPTOR

SenSoryRegis

ter

ShortTerm

Memory

Long TermMemory

ResponseGenerator

ExecutiveControl Expectancies


Prior Knowledge

• Determinant of nature and amount of new information to be processed

• Need to be activated by contextual cues


Organization of Knowledge


Knowledge Structure• The way knowledge is structured in

memory makes it more or less accessible for use


Masalah sbgStarting PointPendidikan

KonsepPatofisiologis

KonsepFisiologis

Anatomi

Biokimia

Faal

HistologiPA

PK

ParasitologiMikrobiologi

Dasar-Dasar Dx

Dasar-Dasar Tx

Ilmu Klinik


Sesak napas

KonsepPatofisiologis

KonsepFisiologis

Anatomi:Ddg dadaparu2 Biokimia

Oxygen transfer

Faal:VentilasiRespirasiSirkulasi darahparu

HistologiSel-sel paru

PA

PK

ParasitologiMikrobiologi:M.TuberculosisBakteri gram +

Dasar-Dasar DxPx thorax

Px fungsi paruPx sputum

Dasar-Dasar Tx-Antibiotik-Antitusif

-Sal napas

Ilmu KlinikAsmaTBC

PneumoniaRDS COPD

dd


Anatomi:Osteologi

ViseraPeredaran

DarahSistem Saraf

FisiologiHomeostasisMetabolisme

SelSistem

Respirasidll

BiokimiaMetabolismeKarbohidratMetabolisme

ProteinMetabolisme

Lemak dll

HistologiEpitel

SkuamosSel-sel jantung

dll

FarmakologiObat-obat

SSPObat-obatAntialergi

dll

Parasitologi:Aedes Aegypti

Ascaris Lumbricoides


4548193965199837



45 48 1939 65 1998 37



• Kuda• Kursi• Kemerdekaan• Pipa• Tiang• Uang• Buku• Rumah• Komputer• Mobil

• Laras• Bunga• Bambu• Lumpur• Pohon• Malu• Kredit• Membelah• Galeria• Pengemis


• Kuda• Kursi• Kemerdekaan• Pipa• Tiang• Uang• Buku• Rumah• Komputer• Mobil


Elaboration• Storing and retrieving information can be

greatly improved when during learning, elaboration takes place


Learned on Land Learned under water

% wordrecalled

Recalled underwater

Recalled on land



Learning occurs within a contextsimilar to the one in which it will be applied.


Contextual Cues• The ability to activate knowledge in the

LTM and to make it available for use depends on contextual cues


Motivation• To be motivated to learn,

prolongs the amount of study time


Masalah sbgStarting PointPendidikan


problem Initialdiscussion

Self-Directedlearning

review



Parti

cipat

ion

and

Resp

onsib

ility

of

teac

er

Participation and responsibility of student

Teacher- Centred

Student-Centred

DidacticLecture

Self-study

The Continuum of Teacher-Student Centred


Definition• A process in which individuals take

initiative with or without the help of others in diagnosing learning goals, formulating learning objectives, searching learning resources, selecting and implementing learning experiences and evaluating learning outcomes

(Knowles, 1975)


• A learning process, primarily motivated by students’ own aim (intrinsic motivation)

• Freedom to self-pace• Freedom to follow alternative learning

pathways• Freedom to select learning goals• Freedom to access


• Programme of studies determined by the individual student and pursued under the guidance of a personal tutor

• Student controlled, structured content and process, developed internally by the students


• A programme of learning organised so that students are able to proceed through a programme at their own pace, filling in the gaps that they do not know and omitting what they do know.


Transition process in SDL• A. Disconfirmation• B. Disorientation• C. Naming the problem• D. Exploration• E. Reflection• F. Reorientation• G. Sharing the discovery• H. Equilibrium


Characteristics of Small Group Learning

• Active Participation• A Specific Task• Reflection


Benefits of SGL• Active Learning• Self-motivation• Promotes deep learning• Application of ideas• Adult learning• Develop transferable skills


During SGL• Adequate introduction • Ensure students understand what to do• Facilitate learning• Group dynamics: forming, storming,

norming, performing• Debriefing



Concerns• High cost of laboratory work• Severe time constraints• Conventional laboratory work is

ineffective to foster understanding and application of scientific concepts to solving problems


Aims of Laboratory Work• Teaching relevant technical skills • Understanding scientific principles• Understanding process of scientific

enquiry• Developing systematic problem-solving

skills• Nurturing the development of

professional attitudes, practices and commitment


Purpose of Laboratory Work (1)

• Teach theoretical material not presented elsewhere

• Illustrate and amplify lecture material• Develop manipulative skills• Develop ability to follow instructions• Familiarize students with instruments

and apparatus



• Develop observation skills• Develop skills in gathering and

interpreting data• Develop a concern for accuracy and

precision• Develop skill in communicating

experimental results• Develop the ability to write coherent

and well-argued reports



• Develop the capacity for self-directed learning

• Encourage independent thinking• Stimulate thought through

experimental interpretation• Develop students’ skill in problem

solving with a wide number of variables and many possible solutions



• Encourage enterprise, initiative and resourcefulness

• Develop personal responsibility and reliability of experimentation


Researches on Laboratory Work

• Less effective for teaching factual knowledge, concepts and scientific enquiry or problem solving skills

• Emphasize on low grade skills• Foster superficial mechanistic

knoweldge• Little understanding between theory

and practice


Drawbacks of Conventional Laboratory Work

• Ritual: students follow instructions and not required to think

• Assessment: asking factual knowledge• Teacher-centred• Lack of prior knowledge• Design of curriculum: knowledge in

unconnected


Innovative Laboratory Work• Experiential-based learning• Student-centred• Opportunities for reflection,

commitment and active exploration


Experiential-based learning

ConcreteExperience

ActiveExperimentation

ReflectiveObservation

AbstractConceptualisation



Demonstrations• Illustrate and consolidate theoretical

principles• Should be held shortly after the lecture


Exercises• Tightly structured experiments• Students follow precise instructions• Learn observational and manipulative

skills, as well as confirm theory


Structured Enquiries• Partially structured experiments which

require students to develop their own procedures and interpretation of results

• To learn observational, manual, interpretative and problem-solving skills


Open Ended Enquiries• Identify a problem• Formulate a solution• Develop experimental procedures• Interpret result• Recognize implications

– To learn advanced problem-solving skills– To learn resarch skills– To learn applicatin, analysis, synthesis and

evaluation (higher order thinking skills)


Projects• Explore a field deeply• Increase intellectual curiousity• Develop innovativeness to the full



Determine

ValueWorth

GoodnessEffectiveness

Impact

A PerformanceA ProcessAn EventA Product



Thanks

Documents

Laboratory Practice in PBL