PBL/LOC
We are not only dedicated to clinical research, but are also devoted to scientific education. Herein, it is necessary to prepare the rapidly developed research results as such, that efficient education is possible. In this sub-project, we are working together with the Charité‘s reformed medical program (Reformstudiengang Medizin RSM) to fulfill the requirements of this method.
Problem based learning, which is successfully used in the Charité ‘s RSM is at the centre of our interest. In a first step, we want to transfer this concept into an adapted and modern live-online-collaboration system. In a second step, we would like to communicate and teach the clinically relevant results of our research via this system. And finally, the method’s efficiency will be assessed.
Problem Based Learning (PBL)
PBL is a central didactic concept of medical education which is based on the collaboration of the participants and the supply and the solving of realistic medical cases. As a didactic tool, PBL has been established in medical education. For more than 20 years PBL has been used as a central teaching method at institutions such as Harvard Medical School and other major medical programs across the country. In education PBL is viewed to be an independent didactic discipline, playing an important role in adult education. The organization of a PBL session is always based on the authentic and complex, written presentation of a case (problem). This strategy is similar complex collaborative educative concepts such as to case based learning and problem based learning. Studies on the various forms of education [4,5,7,8] show that the discussion and the presentation of a case by the group can increase the memorability of the discussed content, compared to a group studying the content individually. An assumed reason for this is that knowledge that is conferred passively can not be remembered as easily as actively acquired knowledge. Knowledge that is acquired during PBL is linked to the case and can be recalled when confronted with similar cases/problems. Thus, this concept leads to long term learning and memorization of educational content and can further enable the participants to use this form of education in an independent approach to a life long learning process [3].
As a starting point, the case is presented in a written mind map in an authentic and complex manner. The 7 step procedure, described in [1], with respect to eLearning, is summarized here in three steps:
- In small groups the case text is read by each member of the group. All comprehensive questions are clarified and unknown expressions explained and documented in written form. The problems and questions, which arise from the case description, are now elaborated and possible solutions are formulated by the group. The final solution to the problem may be partitioned into two or more partial solutions. At this point, the team work is completed.
- Every member of the study group will now individually research every aspect of the problem and formulate possible solutions. This step can also take place during the group session, if the problems are not too complex and time consuming, or if no research is necessary on this topic.
- Finally, the results and reflections on the case and research on the issues are presented. From each members research one probable solution to the case is synthesized from all amassed data.
This process is related to cooperative, case based education and cooperative problem based learning. Scientific studies [2] show, that students, who completed a PBL curriculum have a little less theoretic background knowledge, but are able to better compensate this with practical abilities.
Real Time Collaboration (RTC) and Live Online Collaboration (LOC)
RTC or live collaboration, describe the collaboration of two or more people without time delay. LOC [3] describes LC over the internet.
Corporate eLearning or eLearning 2.0 is the evolution of the classic eLearning and the incorporation of elements of Web 2.0 [6]. The goals and advantages of eLearning are also transferred to eLearning 2.0. . The main difference between the two versions is the form of knowledge acquisition. Herein, the idea of Web 2.0 – interaction and collaboration – incorporated in Corporate eLearning. The communal acquisition of knowledge is clearly highlighted in this version. The mediator is no longer the sole supplier of material and educational goals. With real-time collaboration or live collaboration (LC) the live interaction of more than two participants is described. The term is often used in association with eLearning and Audio/Video conferences and non-natural media. Another term that has been established in this context is Live Online Collaboration (LOC). This term is used when LC via the internet is described. In this sense LC allows real-time collaboration of more than two people across geographical boarders.
POL with LOC
On the basis of the research on the advantages of eLearning 2.0 over the classic seminar, the interest of new teaching and educational tools as spiked. eLearning 2.0 offers independence, flexibility and economic advantages [2]. Currently there exists no LOC system which is specially designed for the requirements of PBL. Open LOC systems can be used for collaborative working, but usually do not offer functions to hold PBL seminars. Most of the tools that are available in open LOC systems are still at a developmental stage at this point. At the same time, available PBL eLearning systems offer merely asynchronic communication or case analysis in digital form – case based eLearning – for independent studies; hence, not complying with the standards of the didactic PBL concept. LOC functionality is not available with these existing systems. In university education many eLearning 2.0 tools such as Podcasts and Wikis have been used. However, all of these options lack the possibility to acquire the knowledge in collaborative group sessions. Typically, this step is left to the organization of the individual student and utilizes mainly seminars, mailing list and forums as a result of lacking alternatives. Especially for PBL synchronous communication is of great importance for the collaborative aspect of education – as opposed to asynchonic communication with time delay, i.e. email. PBL sessions are thus typically organized as seminars [1]. For communication in a multitude of medical fields this is of great relevance. In all of these cases, LOC can be effectively used in education and in expert conferences.
Felix Güttler
[1] M. A. Albanese and S. Mitchell. Problem-based learning: a review of literature on its outcomes and implementation issues. Acad Med, 68(1):52– 81, Jan 1993.
[2] U. Backes-Gellner, G. Faerber, G. Bosch, B. Nagel, and D. Timmermann. Der weg in die zukunft. Schlussbericht, Bundesministerium für Bildung und Forschung, 4 2004.
[3] Bund-Laender-Kommission für Bildungsplanung und Forschungsfoerderung (BLK). Strategie für lebenslanges lernen in der bundesrepublik deutschland. Technical Report 115, Bundesministerium für Bildung und Forschung, 2004.
[4] Erol Gurpinar, Berna Musal, Gazanfer Aksakoglu, and Reyhan Ucku. Comparison of knowledge scores of medical students in problem-based learning and traditional curriculum on public health topics. BMC Med Educ, 5(1):7, Feb 2005.
[5] Stefan Herzig, Ralph-Mario Linke, Bent Marxen, Ulf Bärner, and Wolfram Antepohl. Long-term follow up of factual knowledge after a single, randomised problem-based learning course. BMC Med Educ, 3:3, Apr 2003.
[6] Tim O’Reilly. What is web 2.0: Design patterns and business models for the next generationof software. Online, 9 2005.
[7] Henk G Schmidt, Lyanda Vermeulen, and Henk T van der Molen. Longterm effects of problem-based learning: a comparison of competencies acquired by graduates of a problem-based and a conventional medical school. Med Educ, 40(6):562–567, Jun 2006.
[8] Malathi Srinivasan, Michael Wilkes, Frazier Stevenson, Thuan Nguyen, and Stuart Slavin. Comparing problem-based learning with case-based learning: effects of a major curricular shift at two institutions. Acad Med, 82(1):74–82, Jan 2007.
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