A Model for Self-Directed Problem-Based Learning for Renal Therapeutics

Abstract

Objective. To introduce a new approach to problem-based learning (PBL) for self-directed learning in renal therapeutics. Design. This 5-week course, designed for large student cohorts using minimal teaching resources, was based on a series of case studies and subsequent pharmaceutical care plans, followed by intensive and regular feedback from the instructor. Assessment. Assessment of achievement of the learning outcomes was based on weekly-graded care plans and peer review assessment, allowing each student to judge the contributions of each group member and their own, along with a written case-study based examination. The pharmaceutical care plan template, designed using a ''tick-box'' system, significantly reduced staff time for feedback and scoring. Conclusion. The proposed instructional model achieved the desired learning outcomes with appropriate student feedback, while promoting skills that are essential for the students' future careers as health care professionals.

Promotion of Self-directed Learning Using Virtual Patient Cases

“…9 Though faculty members are responsible for providing a climate of learning that emphasizes SDL, enforcing the skills and attitudes necessary for its wholesale adoption can be neglected, and SDL principles can become assumed rather than imposed. As a result, despite numerous examples of SDL strategies published in the literature over the past decade, [10][11][12][13][14][15][16] trainees rarely receive explicit instruction in how to manage their own learning and their education is dominated by an "unreflective doing." 11,17 Developing competence in SDL goes beyond acquiring a set of skills that allow the learner to solve problems.…”

An Objective Structured Clinical Examination to Assess Problem-Based Learning

“…3,4 During PBL, students develop problem-solving skills, formulate evidence-based decisions, and enhance their communication skills; 3,[5][6][7] all of which are abilities essential to achieving core competencies.…”

Student Perceptions of Problem-Based Learning: A Case Study of Undergraduate Applied Agrometeorology

“…Strohfeldt and Grant [8] mention that students often complain of high workloads, but deep learning is best embedded in this way. According to Rust [9] and Biggs [10] students commonly approach learning in one of two ways, that is, a surface or a deep approach.…”

“…Richardson [12] however, states that there are three approaches to learning: surface approach to memorize for assessment; strategic approach based on obtaining highest marks; and deep approach based on understanding. According to Strohfeldt and Grant [8], their way of presenting the problem-based learning course addresses one of the greatest problems, that is, high workload for staff, but each institution is free to adapt the model according to their specific needs. Students who normally study alone appreciate the help from group members.…”

“…(4) The student spends on average five to eight hours in preparation for each session, whereas no preparation is done for traditional lectures [8].…”