METODE PEMBELAJARAN DALAM SISTEM PBL

Primary types of methods include:

 lecture,

 discussion,

 experience-based,

 cooperative learning,

 reflective learning and

 role modeling

INTERACTIVE LECTURES

traditional lecture is thought to be one of the best ways to deliver a great deal of information in a short
amount of time, they don’t usually encourage learners to move beyond note-taking and memorization
of the information.

+Activities=INTERACTIVE LECTURES

 Intersperse Questions throughout the Lecture

 Have Learners write Questions

 Minute Papers

 Practice Exam Question or Homework Problem

 Reaction Sheet

 Pre-viewing or screened listening

 Guided Imagery

 Instructor Demonstration

 Intersperse multiple choice questions

 Audience Response System

 Advance Organizers: Graphic organizer/ concept maps

Spider Maps - place the central theme or unifying factor in the center of the map with outwardly
radiating sub-themes
 Hierarchy Maps - present information in a descending order of importance. The most important
information is placed on the top. Distinguishing factors determine the placement of the
information

 Venn Diagram: If the task involves examining the similarities and differences between two or
three items, use a Venn diagram. Example: Examining the similarities and differences between
fish and whales, or comparing a book and the accompanying movie.

 Chain of Events: If the topic involves a linear chain of events, with a definite beginning, middle,
and end, uses a chain of events graphic organizer.

 T-Chart Diagram: If the task involves analyzing or comparing with two aspects of the topic, use a
T-Chart. Example: Fill out a T-Chart to evaluate the pros and cons associated with a decision.

DISCUSSION METHODS

 in classes of all sizes and disciplines

 help learners process information rather than simply receive it

 small or entire class

 discussion can be used as a strategy within another method

 learners are more active

 have more personal contact in discussions

 have enough knowledge or background on the discussion topic to stay engaged

 questions developed so they guide learners to complex and critical thinking

 Learners need to know the ground rules for participation and respect each other’s contributions

 all discussions need to be debriefed to summarize, synthesize and reinforce learning

 If a large class was broken into smaller learning groups for the discussion, the instructor does
not need to debrief all groups. A few groups can be randomly selected to report to the whole
group
 There are three major categories of discussions

1. Open discussions

 learners already have knowledge of or attitudes about the topic being discussed.

 The instructor acts more like a facilitator – asking questions to get it started and ensuring that it
stays on track.

 The goal is to have learners talk among themselves, where one learner’s comment spurs
another and then another.

 The instructor will interject open-ended questions only to keep the discussion moving toward
the objective or to get it back on track. The instructor often sits with the learners in a circular or
u-shape format so he or she does not become a focus point for the learners.

2. Controlled discussions

 Controlled discussions differ from open discussion in that the instructor keeps maximum
control.

 It is often more structured than an open discussion and may be relatively short in length.

 The instructor usually stands to maintain learner focus and often writes learner responses on a
white board of flip chart.

 Although the instructor still uses open-ended questions to keep the discussion going, the
answers are usually short and only one or two responses are given before the instructor takes
back control by asking another question.

 These discussions are often used to assess learner knowledge on a topic. They can easily be
placed within a interactive lecture

3. Small group discussions

 which is often an open discussion held in pair are small groups within a large class

Cooperative Learning Methods

COOPERATIVE LEARNING METHODS AND STRATEGIES

 Group work can be an extremely useful addition to a large class.

 Not only does peer discussion help learners understand and retain material, but it helps them
develop better communication skills

 work together in class on tasks set by the teacher

 Although some of the strategies could be done individually, cooperative learning releases the
power of working together as a team
 EXPERIENCE-BASED LEARNING METHODS AND STRATEGIES

A. Case or Case Study Methods

B. Problem-based learning

C. Simulations

D. Role Play

E. Games

A. Case or Case Study Methods

interactive learning tool that brings real world problems into the classroom.

Cases are narratives, situations, select or statements that present unresolved and provocative
issues, situations or questions:

 “Finished” cases based on facts : the solution is already indicated or alternate solutions are
suggested

 “Unfinished” open-ended cases: the results are not yet clear, Learners must predict, make
choices and offer suggestions that will affect the outcome

 Original documents cases: news articles, reports with data and statistics, summaries,
ethnographies, video and audio recordings

B. Problem-based learning

 learners identify issues raised by specific case problems to increase understanding about
underlying concepts and principles

 New knowledge and understanding develop as a byproduct of working on the problem rather
than requiring new knowledge as a prerequisite for working on the problem

 focused on small groups with a tutor and follows specific steps that help learners identify their
needs in understanding a problem

 Once identified, learners pursue their goals, usually independently, before coming back to
their team to synthesize their findings

 learners are progressively given more and more responsibility for their own education and
become increasingly independent of the facilitator for their learning

 PBL produces independent learners who can continue to learn on their own in life and in their
chosen careers

C. Simulations

Simulation refers to the artificial representation of a complex real-world process with

1. Low-tech simulators- Models or mannequins used to practice simple physical maneuvers or

2. Simulated/standardized patients - Actors trained to role-play patients, for training and

3. Screen-based computer simulators - Programs to train and assess clinical knowledge and
decision making, e.g., perioperative critical incident management, problem-based learning,
physical diagnosis in cardiology, acute cardiac life support

4. Complex task trainers - High-fidelity visual, audio, touch cues, and actual tools that are
integrated with computers. Virtual reality devices and simulators that replicate a clinical
setting, e.g., ultrasound, bronchoscopy, cardiology, laparoscopic surgery, arthroscopy,
sigmoidoscopy, dentistry

5. Realistic patient simulators - Computer-driven, full-length mannequins. Simulated anatomy

D. Role Play

 Role playing involves learners and observers in real problem situations.

 to gain insight into their own values, emotions, attitudes, perceptions and skills.

 Role play scenarios must be realistic and clearly link to educational objectives.

 Although role plays are often categorized as simulation, the roles are more structured and
have a defined set of learners with specific times, places, equipment, and rules.

E. Games

 Learning comes from the learner’s reflection on the experience or game

REFLECTIVE LEARNING METHODS AND STRATEGIES

 Reflective learning methods engage the learners in an exploration of their experiences in

 Reflection starts with an individual or group experience and is followed with a review of the
experience in order to describe, analyze, evaluate and inform learning.

 Reflective learning is an active, conscious process that engages a large amount of the learners’
cognitive capacities. If applied

ROLE MODELING AS A METHOD OR STRATEGY

 Role models play an important part in determining how learners mature professionally. A role
model teaches primarily by example and helps to shape professional identity and
commitment through promoting observation and comparison.
 ROLE MODELING AS A METHOD

The modeling process should be a purposeful activity that:

 demonstrates clinical knowledge,

 skills,

 attitudes and

 professionalism including the noncognitive dimensions of professional practice such as

 showing genuine concern for patients,

 recognizing one's own limitations,

 showing respect for others,

 taking responsibility,

 Not appearing arrogant and

 displaying enthusiasm for the practice of medicine and for teaching.