What is Problem Based Learning (PBL), and the differences between PBL and Case and Scenario Based Learning.
Abstract
The School is interested in developing a pedagogy that will fare well with increased student numbers and the expansion into online provision. There is an implicit assumption that an ‘active learning’ and/or ‘student centred’ pedagogy may be most appropriate. These approaches often use problem, scenario, or case base learning (PBL, SBL, CBL), and thus this post summarises what we know, why they may be effective, and suggests ‘good practice’ for implementation. It’s suggested that the School use a Social Constructivist pedagogy, and that groups of 6-8 students are supervised (not led!) by experts, and that online education may require more engagement from experts.
What
Case Based Learning (CBL), Problem (PBL), & Scenario (SBL) are pedagogies that outline a case, problem, or scenario, and then ask the learners to consider the scenario in the context of learning outcomes to reinforce existing knowledge and perhaps find new information that is relevant. Typically, the approach uses small groups supervised by an expert (in content & teaching) who nudges learners towards the learning outcomes. Barrows (1986) outlines a PBL spectrum with two main variables – the amount of briefing (minimal to comprehensive), and expert input (minimal to ‘directed’), and concludes: ‘The term problem-based learning must be considered a genus for which there are many species and subspecies’ (ibid, 1986:485). Currently, PBL approaches suggest minimal briefing and guidance, allowing learners to “explore tangents” (Srinivasan, 2007:74) whilst a CBL approach suggests increased guidance, avoiding “tangents” with guided questioning (ibid).
Kirschner, Sweller & Clark, (2006:75, my bolds) identify some PBL approaches:
Scenario based learning is less well defined – a scan of contemporary literature reveals a paucity of description of the technique (Domingos & Lee, 2015; Ozogul, 2018; Khatiban et al, 2018).
Currently, I suggest that many implementations of PBL are more like CBL, and that at the School we tend to mean CBL when we mention these approaches.
Why:
The School favours CBL because it produces a deeper learning experience where a real understanding of the issues and techniques are developed and is preferred by students and staff (Hassoulas et al., 2017; Wilkes & Srinivasan, 2017; Srinivasan, 2007). The approach and its inherent critique of didactic approaches is perhaps best encapsulated in the phrase:
“Tell Me and I Will Forget; Show Me and I May Remember; Involve Me and I Will Understand”
… often cited as Confucius (450BC).
However, there are tensions when introducing PBL to medical education as it takes significantly longer to cover the same curriculum items vs the traditional didactic method (Wilkes & Srinivasan, 2017). It is also resource intensive in terms of space and experts’ time (Hassoulas, et al., 2017). Kirschner, Sweller & Clark (2006) are also critical of a PBL approach, citing Albanese and Mitchell’s (1993) study of PBL vs conventional methods that concludes that “…although PBL students receive better scores for their clinical performance…” (ibid:82), they also find:
Lower exam scores;
No differences in residency selections;
More study hours each day
Inefficient use of tests (significantly more tests & less benefit).
How
For the School, I suggest:
A social constructivist approach via group work (6-10 members);
Scenarios should be written, perhaps augmented by audio / video segments;
Scenarios may develop as a session progresses (e.g., emergency real time role-play);
An expert supervises the session – perhaps one expert for 6-8 groups;
Experts listen in and guide learners towards learning outcomes, with guided questioning or more direct intervention to reduce ‘off piste’ exploration.
Face to face
Problems may arise supervising groups as they may not easily corral themselves to areas convenient for supervision. Space for these sessions will be significantly more than that required by a traditional ‘lecture’ – ideally a large space with a handful of tables set far enough apart to allow group discussion and close enough to allow expert monitoring and facilitation.
Online
This may be an easier implementation due to moving from virtual room to room via a click (for synchronous sessions) or being able to monitor all interactions on an asynchronous discussion board. However, more supervision and guidance will demand more attention from experts.
David Callaghan
Senior Educational TechnologistTechnology Enhanced Learning Unit
0151 702 9385
David.Callaghan@lstmed.ac.uk