How to Create and Moderate a Great Problem Based Learning Discussion (PBLD)
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This Problem-Based Learning module is designed to facilitate group discussion with the integration of existing knowledge and new knowledge by self-directed learning. It addresses the rationale and benefits of case-based learning, differentiates problems suitable for case-based learning from those more appropriate for a case report, provides a framework for participants to construct an engaging PBLD from a brief stem, and outlines best practices for moderating a PBL discussion. After the case presentation, the instructor guides the group through a series of questions, each of which promotes discussion and reviews the recommended strategies for the relevant aspect of the teaching method.
The idea for this Problem-Based Learning Discussion is based on Workshops co-directed by the author at the Society for Education in Anesthesia Annual Meeting in 2011, and the Society for Pediatric Anesthesia (SPA) Winter Scientific Meeting in 2012. It was also presented at the International Assembly of Pediatric Anesthesia and the American Society of Anesthesiologists Annual Scientific Meeting (ASA), in Washington DC in 2012.
It was created as a result of the author’s experiences as a member of the review committee for PBLDs for the SPA and ASA. Members of the committees regularly reject approximately 70% of submissions mainly as a result of the poor quality of submissions. The commonest error is the submission of a problem that is narrow in scope with no potential for discussion and a complete lack of controversy. Disseminating the basic tenets of creating and moderating engaging PBLDs via workshops and PBLDs is seen by the author as one way to improve the quality of case-based teaching in academic departments, as well as the quality of conference submissions.
Lalwani K. How to create and moderate a great problem based learning discussion (PBLD). MedEdPORTAL Publications. 2013;9:9371. http://doi.org/10.15766/mep_2374-8265.9371
By the conclusion of this learning module, participants will be able to:
- Describe the rationale for case-based group learning.
- Recognize the characteristics of a case or problem ideal for case-based learning.
- Differentiate between a case appropriate for a Medically Challenging Case Report and a PBLD.
- Construct an engaging PBLD from a brief case stem.
- Formulate a set of best practices for moderating a PBLD.
- PBL Discussion, PBL, Group Moderation
Prior Scholarly Dissemination
For presentation in it's original workshop format at the 2011 Society for Education in Anesthesia Meeting and the 2012 Society for Pediatric Anesthesia Meeting.
It has also been accepted for presentation as a PBLD at the International Assembly of Pediatric Anesthesia Meeting and the American Society of Anesthesiologists Annual Scientific Meeting, both in Washington DC in October 2012.
This information is made available under the Creative Commons license.
- Workshop Director: “How to Develop and Moderate a Successful PBLD” (along with Dr. Sally Raty). Society for Education in Anesthesia Conference (SEA), October 2011.
- Workshop Director: “How to Develop and Moderate a Successful PBLD” (along with Dr. Nancy Glass). Society for Pediatric Anesthesia Winter Scientific Meeting, February 2012, Tampa, Florida
- Problem Based-Learning Discussion: “How to Write and Moderate a great PBLD”. American Society of Anesthesiology Annual Scientific Meeting, Washington DC, 2012.
- Problem Based-Learning Discussion: “How to Write and Moderate a great PBLD”. International Assembly of Pediatric Anesthesia, Washington DC, 2012.
Authors & Co-Authors
Kirk Lalwani, MD, FRCA
Oregon Health & Science University School of Medicine