Problem-based learning (PBL) is a student-centered methodology of teaching that integrates knowledge deeply to promote learning (Maudsley and Scrivens, 2000). Unfortunately, it is not always applicable, especially in faculties with many students compared to staff members. That is the case in Cairo University, Egypt (my primary affiliation and home university) and the Hashemite University, Jordan (the current affiliation). In this case, traditional teaching seems to be the easiest solution and maybe the only model used for the financial and infrastructural makeup of the institution that hardens the implication of PBL activities. Teaching involved PBL activities with many students within large lecture halls is a difficult issue that puts a psychological burden on the educator. Moreover, it may evoke the feeling of conflict between what is available and what should be done to provide the students with the necessary skills to take the competitive positions for the postgraduate career or studies.
There are some approaches previously used by other institutions to overcome the challenge of PBL implementation for large groups. It is worth noting that; in universities that deliver teaching by traditional methods and plan to introduce PBL methodology, it is crucial to orient the students properly and ensure that the process that will be applied in PBL is transparent for them, and this orientation must be accomplished before the start of the course by a sufficient time. This pre-course orientation can be conducted through lectures or a written guide.
i-PBL scenario relative to the Course description:
The scenarios presented via the PBL should be linked and deepen the knowledge of the intended contents described in the course description. These scenarios should be appropriately planned according to the designed weeks for the course (usually 12-16 weeks). The tutor should arrange regular meetings and communicate through another platform like the course website or MS teams (Pastirik, 2006).
ii-Virtual or web-based PBL:
During the COVID pandemic, virtual PBL has been used and achieved positive outcomes (Haley and Brown, 2020). It will be a practical approach to consider web-based PBL, especially in institutions that use traditional learning as the students become familiar with the web-based environment and deal during the meetings for traditional lectures or virtual office hours. Different platforms can be used for the virtual PB like MS teams, zoom, and WebEx Haley and Brown (2020) studied virtual PBL using WebEx and provided the tutors and the students with the guidelines for the online-based PBL, for example, using the device, adjusting the setting for recording, video meetings, sharing files, technical issues. They also shared other rules to ensure the integrity of the process, like not using the browser for activities unrelated to the given problem’s activities. Professional training also has been arranged for the tutors through WebEx with backup facilitators for any unexpected technical problems during the live sessions. For the content delivered to the students, the cases were edited into day-to-day rather than whole case activity. Accordingly, the objectives have been modified to supply the students with swift guidance.
iii-Hybrid-PBL:
Another approach is to use both the PBL and traditional teaching as the principal teaching method; this approach is satisfactory for specific fields in which the nature of the subject makes this hybrid pattern of teaching meets the needs of the students like medical field (Lian and He, 2013). Lian and He (2013) studied the hybrid PBL; they divided the students into small groups and assigned 40% of the contact hours for PBL. The cases of PBL presented to the students one week before the session to be prepared and induce an independent pattern of learning. The session starts by showing the case in a large lecture hall in 2 or 3 slides. The students sit in this large lecture hall as groups as previously assigned, and after the slides presentation on the screen of the hall, the students start working within their groups. The time allowed for the first discussion was 5-10 minutes, and the tutor did not supervise these discussions as in this arrangement, there was one tutor in the whole large lecture hall. Then all groups participate in an open discussion briefly and concisely to allow all groups to be represented. The selection of the first group during the open discussion is achieved randomly, ensuring the attention and readiness of the other groups. Notes were taken during the open discussion on a whiteboard in the hall, and the tutor asked questions to keep the students on track. Additional data are presented, followed by the same sequence of closed groups discussion not guided by the tutor and open discussion by all groups guided by the tutor. The final case conclusion was reached through this random repeated format.
Lian and He (2013) evaluated their study on the hybrid PBL approach by exam and questionnaires: the students had written examinations at the end of the semester in the form of multiple-choice questions, short assays, and case studies. Besides, they shared two questionnaires to assess students’ preference for hybrid PBL versus lecture-based learning and students’ satisfaction.
In these few paragraphs, I tried to outline previous universities’ approaches with few staff compared to the students’ number, which interferes with applying straightforward PBL methodology. These approaches deserve to be tried in my university, especially with the reported outcome by the previously mentioned studies to achieve the best level of deep and student-guided learning.
References:
Maudsley G, Scrivens J: Promoting professional knowledge, experiential learning and critical thinking for medical students. Med Educ. 2000, 34: 535-544. 10.1046/j.1365- 2923.2000.00632.x.Return to ref 2 in article
Pastirik PJ. Using problem-based learning in a large classroom. Nurse Educ Pract. 2006 Sep;6(5):261- 7. doi: 10.1016/j.nepr.2006.02.003. Epub 2006 May 4. PMID: 19040887.
Haley CM, Brown B. Adapting problem-based learning curricula to a virtual environment. J Dent Educ. 2020 May 12. doi: 10.1002/jdd.12189. Epub ahead of print. PMID: 32396223.
Lian J, He F. Improved performance of students instructed in a hybrid PBL format. Biochem Mol Biol Educ. 2013 Jan-Feb;41(1):5-10. doi: 10.1002/bmb.20666. PMID: 23382120.
Shaimaa Nasr Amin
Department of Basic Medical Sciences, Faculty of Medicine, Hashemite University, Jordan
Department of Medical Physiology, Faculty of Medicine, Cairo University, Egypt