Problembased learning solving reallife problems in interdisciplinary teams

Problem-based learning: solving real-life problems in interdisciplinary teams

Why problem-based learning? • Emphasizes the integration of knowledge and skills (Dolmans et al. 2016) • Promotes essential 21 st century working life skills • Problem solving • Critical thinking • Team work

PBL PROCESS FOCUS - Explore the issue: what is already known and what do you need to know? - Refine learning issues (Focus) - Evaluate group process at the end of the discussion INVESTIGATE - Research the issue and investigate possible solutions - Summarize what you learned (Fi. SH document) DISCUSS SHARE - Incorporate what you have learned into your discussion - Present and support your solution - Synthesize information / solutions using critical thinking - Evaluate group process at the end of the discussion -Evaluate the PBL group process at the end -Presentation -Recommendation report Based on Iterative PBL Group Process by Blumberg (2019, p. 345) & Steps to a problembased approach (Centre for Teaching, The University of Iowa)

References. 1007/s 10459 -015 -9645 -6 Blumberg, P. (2019). Designing for Effective Group Process in PBL Using a Learner-Centred Teaching Approach. In The Wiley Handbook of Problem-Based Learning. https: //onlinelibrary. wiley. com/doi/abs/10. 1002/9781119173243. ch 15 Center for Teaching. University of Iowa. Steps to a Problem-Based Learning Approach. https: //teach. its. uiowa. edu/sites/teach. its. uiowa. edu/files/docs/Steps_of_PBL_ed. pdf Dolmans, D. ; Loyens, S. , Marcq, H. , Gijbels, D. (2015). Deep and surface learning in problem-based learning: a review of the literature. Advances in in Health Sciences Education Advances in Health Sciences Education, volume 21, pages 1087– 1112(2016). https: //link. springer. com/article/10. 1007/s 10459 -015 -9645 -6 ps