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| PESU0021-1 | Problem Based Learning
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| Duration : | 5h Th, 10h AUTR |
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| Number of credits : |
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| Lecturer : | Jean‑Pierre Bourguignon, Anne Collard, Pierre Firket, Didier Giet |
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| Coordinator : | Jean‑Pierre Bourguignon |
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Language(s) of instruction :
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| English language |
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Course contents :
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| - Introduction to the underlying principles of problem-based learning
- Reflection on the pedagogical stakes involved in PBL from a learner's perspective
- Description of various PBL applications
- Reflection on tutorial issues
- Small group dynamics
- Integrated device of assessment methods adapted to PBL
- Reflection on possibilities of transferring PBL activities and assessment strategies to other teaching and learning contexts than the medical one |
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Learning outcomes of the course :
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| At the end of the training sessions, participants will be able to:
- Understand the underlying theoretical principles of problem-based learning
- Understand the basics of working dynamics specific to small groups
- Identify the stakes involved in tutoring learning in small groups
- Identify the pitfalls of tutoring practices applied to small groups and elaborate strategies to avoid them
- Think out possibilities of integrating some of the principles and/or methods of PBL and tutorial support into the elaboration of your own pedagogical project |
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Prerequisites and co-requisites/ Recommended optional programme components :
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| The general introduction to PBL and the seminar on tutorial support are prerequisites for taking part in the seminar on assessment methods. |
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Planned learning activities and teaching methods :
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| - Lectures on theory
- Viewing of video recordings of PBL seminars for medical students (bachelor's and master's levels) followed by discussion
- Debates about the difficulties and benefits of PBL
- Reflection and debate about possibilities of transferring PBL principles and/or methods to other contexts than the medical one |
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Mode of delivery (face-to-face ; distance-learning) :
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| The course takes place face-to-face. |
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Recommended or required readings :
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| 1. D.J. Steele, J.D. Medder & P. Turner. A comparison of learning outcomes and attitudes in student- versus faculty-led problem-based learning: an experimental study. Medical Education 2000; 34: 23-29.
2. S.M. Rogal, P.D. Snider. Rethinking the lecture: The application of problem based learning methods to atypical contexts. Nurse education in Practice 2008; 8: 213-219.
3. D.M. Kaufman & D.B. Holmes. The relationship of tutors'content expertise to interventions and perceptions in a PBL medical curriculum. Medical Education 1998; 32: 255-261. |
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Assessment methods and criteria :
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| Drafting a report (2-5 pages) explaining how this course was useful for your own reflections on your classes, what can be transferred and what you have been able to transfer and why (or why not).
The reflective report will be useful for participants wishing to adjust (improve) their own classes. It will be evaluated on the following criteria :
- reference to theoretical elements and experiences covered in class
- the reflexivity (questioning, critical analysis) which the piece of work demonstrates
- format (APA references, respecting instructions, structure, quality of spelling and syntax)
This course amounts to 5% of the end-of-programme grade. A minimum grade of 10 on 20 is required to pass the course.
If you undertake Formasup in 2 years, optional courses with a grade under 10/20 obtained in year 1 cannot be retaken in year 2. |
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Organizational remarks :
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| The course corresponds to the following IFRES sessions of pedagogical training:
IFRE0066-1 : L'apprentissage par
problèmes : principes, exemples
d'application et prérequis
IFRE0052-1 : Le tutorat pour
l'apprentissage par problèmes
(APP) et en petits groupe
IFRE0055-1 : Dispositif intégré d'évaluation de performances complexes : ECOS, EMS et Oraux multidisciplinaires intégratifs
You have to enrol for those sessions on the IFRES Website (http://www.ifres.ulg.ac.be/portail/) in order to take the course. |
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Contacts :
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| A. Collard, 04/366 98 29
acollard@ulg.ac.be |
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