PROBLEM-BASED LEARNING

STUDENT-CENTRED LEARNING
ADULT LEARNING

Ova Emilia
Gadjah Mada University
Faculty of Medicine

I seek a method by which teachers

teach less and learners learn
more
Johann Comenicus, writer of the first
(1630)

illustrated textbook

What is the background of such statement?

How do we learn best?

Students just sitting in classes listening

to teachers? Or.
Students must talk about what they are
learning?
Students must write reflectively about
what they are learning? Or.
Students must discuss what they are
learning among students?

 How

can I get my students to

think? is a question asked by
many faculty, regardless of their
disciplines (Duch, 1996).

What really happened

teachers as well?

with

the

students

and

TCL

Dominance
Subject

Teacher

Learner

SCL

Dominance
Learner
Subject

Teacher

Learner-centredness

Individual discovery

True learning is based on discovery guided by

mentoring rather than the transmission of
knowledge
(John Dewey)

Learner-centredness

Is the perspective that couples a focus on

individual learners heredity, experiences,
perspectives, interest, capabilities and needs.
It also focus on the best available knowledge
about learning and how it occurs and teaching
process that are effective in promoting learner
motivation of highest degree

The basic principle of adult learning

Learner-centredness

Emphasis what learners know rather than

what they do not know (humanistic teaching)
Learning through experience, mean more self
directed (generic skills/soft skills)
Learning strategies becomes important
(generic skills/soft skills)

Knowledge

Teacher

Family &
community

Curriculum

GBPP & SAP

Students

Teacher-centered instruction

Knowledge

Students: individual &

collaboration

Family &
community

Teacher

Student-centered learning

Student-Centred Learning
Adaptive
Learning

Practice-based
Learning

Contextual
Learning

Patient-based
Learning
Collaborative
Learning

Project-based
Learning

StudentCentred

Independent
Learning
Problem-based
Learning
Communitybased

Task-based
Learning

Experiential
Learning

Work-based
Learning
Learning
Contract

Case-study
Self-Directed
Learning

The Learning Pyramid

Average
Retention Rate

Lecture

5%

Reading
Audiovisual

10%

Demonstration

30%

Discussion group
Practice by doing

50%

Teach others

80%

National Training Laboratories, Bethel, Maine, USA

20%

75%

S P I C E S STRATEGY
Student-centered
Problem-based
Integrated curriculum
Community-oriented
Elective
Systematic

Problem-based
learning
1.

(PBL) is an instructional strategy:

Students confront contextualized & illstructured (messy) problems

Students strive to find meaningful

solutions (Rhem, 1998).

2. (PBL)
method:

is

an

instructional

challenges students to learn to

learn,
working cooperatively in groups to
seek solutions to real world problems
(Duch, 1996).

3. (PBL) is a method of learning:

o

students first encounter a problem

followed by a student-centered inquiry process
(Neufeld & Barrows, 1974; Schmidt, 1993; Boud & Feletti, 1997;
Barrows, 2000).

4. PBL prepares students:

to think critically and analytically

to find and use appropriate learning
resources

(Duch, 1996).

A group of
students

MODULE

Tutor as
facilitator

Tutorial: adult learner respect communication

skills responsibility
self-aware / selfevaluation learn to learn student centered
self-directed learning

The rationale for PBL

Active participation in learning is

more satisfying than passive
transfer of information from the
teacher to the student

That active learning leads to

enhance retention and recall (Bransford,
Brown, Cocking, 2000).

Elaboration promotes connectedness of

ideas and concepts

Elaboration fosters cooperation rather

than competition among students

(Schmidt, 1983; Schmidt & Moust, 2

The exploration of prior knowledge

The formulation of inquiries derived
from and defined by the learners
need to know
The active construction of meaning
through dialogue and reflection..

promote long-term retention of

newly acquired information (Schmidt,
1983; Regehr & Norman, 1996).

PBL curricula are often integrated across the

sciences :

basic to clinic,

among departments

among activities (clinical skills)

doctor-patient-society courses
that have traditionally been restricted to particular
years of the curriculum (Walton & Matthews, 1989).

The integration of subjects also permits

and emphasis on other important aspects
of the training of future competent health
professionals (Neufeld et al., 1997):
communication,
teamwork
professional attitudes
values & ethics

What PBL does?

1.PBL ends up orienting students toward

meaning-making over fact-collecting
2.The students learn via contextualized
problem sets and situations within smallgroup discussion

3.The students achieve higher levels of

comprehension
4.The students develop more learning
and knowledge-forming skills and
more social skills as well

5. This approach to teaching brings prior

knowledge into:
play more rapidly, and
ends up fostering learning that adapts to
new situations and related domains as
quickly and with the same joyous magic
as a stone skipped over a body of water

6. PBL emphasizes active student-centered

learning in which students are challenged
to:
examine
inquire
reflect
make meaning, and
understand
the sciences basic to
medicine as they develop approaches
toward the solution of defined problems in
a context relevant to their future
professional careers

7.Typically:
o
o

five to eight students work collaboratively in a

group (tutorial)
together with one or more faculty facilitators
(tutors)
to identify and define problems
to develop hypothesis
to explain the problem(s), and
to explore pre-existing knowledge relevant to
the issues.

8. Students determine and explore

what they already know and what
they need to learn in order to
advance their understanding of the
problem(s)

9. Axiomatic to PBL is that the problem

comes
first
without
advance
readings, lectures, or preparation,
serving as stimulus for the need to
know

Tell me and I will forget

Show me and I will remember
Involve me and I will understand
Step back and I will act
Chinese proverb