Laboratory Practice in PBL

Laboratory Practice in PBL
Titi Savitri Prihatiningsih Department of Medical Education Gadjah Mada Medical School
Copyright@Titi Savitri
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
Knowledge
Affective
Cannot learn In isolation
Attitudes
Skills Psychomotor
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 Skills
Permit the learners to carry out symbolically controlled procedures
Cognitive Strategies
The means by which learners exercise control over their own learning process
Verbal Information
The facts and organized knowledge stored in the learners memory
Attitudes
The internal states that influence the personal action choices a learner makes
Motor 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)

Learning skills proceeds through two stages:
the verbal motor cognitive and associative phases (important instruction and feedback) the motor established (Adam, 1987)

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 problemsolving 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.
E N V I R O N M E N T
E F F E C T O R
Executive Control
Expectancies
Response Generator
Long Term Memory

R E C E P T O R Short Term Memory
Sen Sory Regis ter
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
DasarDasar Dx Ilmu Klinik
Masalah sbg Starting Point Pendidikan
DasarDasar Tx
PA
Konsep Patofisiologis
Konsep Fisiologis
Histologi
PK Parasitologi Mikrobiologi
Anatomi Biokimia
Faal
Ilmu Klinik Asma TBC Pneumonia RDS COPD dd
Sesak napas
DasarDasar Dx Px thorax Px fungsi paru Px sputum DasarDasar Tx -Antibiotik -Antitusif -Sal napas
PA
Konsep Patofisiologis
Konsep Fisiologis
Histologi Sel-sel paru
PK
Anatomi: Ddg dada Parasitologi paru2 Mikrobiologi: M.Tuberculosis Bakteri gram +
Biokimia Oxygen transfer
Faal: Ventilasi Respirasi Sirkulasi darahparu
Anatomi: Osteologi Visera Peredaran Darah Sistem Saraf
Fisiologi Homeostasis Metabolisme Sel Sistem Respirasi dll
Biokimia Metabolisme Karbohidrat Metabolisme Protein Metabolisme Lemak dll
Histologi Epitel Skuamos Sel-sel jantung dll
Farmakologi Obat-obat SSP Obat-obat Antialergi 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
Recalled underwater Recalled on land
% word recalled
Learned on Land
Learned under water
Learning occurs within a context similar 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 sbg Starting Point Pendidikan
problem
Initial discussion
SelfDirected learning
review
The Continuum of Teacher-Student Centred
Participation and Responsibility of teacer
Teacher- Centred
Student-Centred
Didactic Lecture Copyright@Titi Savitri
Self-study
Participation and responsibility of student
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
Concrete Experience
Active Experimentation
Reflective Observation
Abstract Conceptualisation
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
Value Worth Goodness Effectiveness Impact

A Performance A Process An Event A Product
Thanks

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Laboratory Practice in PBL

Three types of learning

Cognitive learning levels

Recall of factual information

Psychomotor learning levels

Complex overt response (behaviour is skilled,

Mechanism (learned behaviour is habitual)

Set (preparatory adjustment for particular action)

Attitudinal learning levels

Types of Learning Outcome

higher-order rules (problem-solving)

- learning how to learn and think

- goal directed muscular movement

- mental state influencing action

Theories of Skills Acquisition

Theories of Skills Acquisition

Theories of Skills Acquisition

Davis and Harden (1999)

Albanese and Mitchel (1993)

Long Term Memory

Sen Sory Regis ter

DasarDasar Dx Ilmu Klinik

Masalah sbg Starting Point Pendidikan

Ilmu Klinik Asma TBC Pneumonia RDS COPD dd

Anatomi: Ddg dada Parasitologi paru2 Mikrobiologi: M.Tuberculosis Bakteri gram +

Biokimia Oxygen transfer

Faal: Ventilasi Respirasi Sirkulasi darahparu

Anatomi: Osteologi Visera Peredaran Darah Sistem Saraf

Fisiologi Homeostasis Metabolisme Sel Sistem Respirasi dll

Biokimia Metabolisme Karbohidrat Metabolisme Protein Metabolisme Lemak dll

Histologi Epitel Skuamos Sel-sel jantung dll

Farmakologi Obat-obat SSP Obat-obat Antialergi dll

Parasitologi: Aedes Aegypti Ascaris Lumbricoides

Recalled underwater Recalled on land

Learned under water

Masalah sbg Starting Point Pendidikan

The Continuum of Teacher-Student Centred

Participation and Responsibility of teacer

Didactic Lecture Copyright@Titi Savitri

Participation and responsibility of student

Transition process in SDL

Characteristics of Small Group Learning

Aims of Laboratory Work

Purpose of Laboratory Work (1)

Purpose of Laboratory Work (2)

Purpose of Laboratory Work (3)

Purpose of Laboratory Work (4)

Researches on Laboratory Work

Drawbacks of Conventional Laboratory Work

Innovative Laboratory Work

Open Ended Enquiries

Value Worth Goodness Effectiveness Impact

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