Students Create and Critically Evaluate an Online PBL Tool

Debra Sibbald

Leslie Dan Faculty of Pharmacy, University of Toronto, Toronto, Canada

ABSTRACT:

Objectives: To augment learning in a two phase project which creates an online tool for self-directed study and compares it to two non-technological formats for problem-based learning. Methods: In phase one, student teams developed a web-based, interactive tool to deliver and acquire knowledge. The course Website server provided an online structure for database submission, publication, and review of therapeutic cases following established objectives and guidelines. In phase two, a subsequent class performed three PBL exercises: the published e-based cases; research and presentation of class cases to peers; and student creation of cases and answers keys for role-playing with junior students as patients. Educational outcomes and student perceptions from an online survey are reported.

Results: The e-based series of standardized cases with multiple-choice questions provide feedback and grading. Content is multi-media enhanced and hyperlinked to additional references. Phase one creators preferred this PBL method while phase two users felt peer teaching built knowledge and skills more effectively than completing cases online. Online case scores were similar to exam and course scores. Implications: Phase one maximized self-directed asynchronous learning, communication skills, and team dynamics in presentation of applied case-based information to health professional peers. Phase two gave students a balanced, enhanced knowledge perspective from three varied, engaging PBL formats; fostered peer teaching, mentoring and technology skills; and created insights comparing web-based tools to other methods for autonomous life-long learning.

BENEFIT TO PARTICIPANTS ATTENDING SESSION:

Curriculum and assessment must reflect the learning needs of students. Health professionals must commit to life-long continuing education, which is primarily self-directed, and will involve networking and the teaching of peers and other health team members. Students should be empowered early in their academic programs to take responsibility for their learning, to assess their learning needs and preferences and to become part of or leaders in the teaching /learning process. Educators are faced with a growing expanse of varied learning format opportunities, including the ever-increasing availability of sophisticated technological tools. This project explores how computer-assisted instruction matches learning styles, what are the attendant issues, and where and how do online resources fit wisely, time-efficiently and most effectively in course design. Curriculum and assessment must reflect the learning needs of students. Health professionals must commit to life-long continuing education that is primarily self-directed, and will involve networking and the teaching of peers and other health team members. Students should be empowered early in their academic programs to take responsibility for their learning, to assess their learning needs and preferences and to become part of or leaders in the teaching /learning process. Educators are faced with a growing expanse of varied learning format opportunities, including the ever-increasing availability of sophisticated technological tools. This project explores how computer-assisted instruction matches learning styles, what are the attendant issues, and where and how do online resources fit wisely, time-efficiently and most effectively in course design.

Debra Sibbald

2157 Autumn Breeze Drive

Mississauga, Ontario

Canada

L5B 1R3

Phone: 416-978-0842

Fax: 416-978-8511

Email: mailto:debra.sibbald@utoronto.ca

Website: http://djs.phm.utoronto.ca