Patient / Child / Adolescent and Family Education– the different type of methods in Patient Education Problem Based Learning (PBL)

1. What does mean the chosen method in PE (describe the phenomenon)?
Problem based learning (PBL) is an educational method developed for medical teaching in 1968 in McMaster University in Canada (Tingström et al. 2002). It has been since utilized in undergraduate studies in various programmes all over the world and further transferred also to patient education.
PBL embraces the main principles of adult education. Other educational methods in patient care seldom take under consideration patients’ own beliefs, previous knowledge and information needs (Kärner et al. 2012). PBL, however, allows patients to gain new knowledge restructure previously acquired information and apply their knowledge in practical context (Kärner et al. 2012). PBL thus does not mean problem solving but it provides its participants with problem-solving skills.
PBL method is based on group meetings called sessions. During each session a problem (“trigger”) is presented to the group in a form of patient case description, video, pictures, etc. The patients then discuss to clarify all the unfamiliar terms and concepts, and basing on their previous knowledge they determine the main problems in the presented trigger. Further, they analyze those problems and prioritize them. Finally, they identify the learning objectives. Often one of the patients is chosen a discussion leader with a role of moderating the discussion and taking notes. During the session, the health care professional takes the role of facilitator. The facilitator sets the guidelines and timeline for the session as well as presents the trigger and makes sure the most important learning objectives are covered. If necessary, he/she also provides the group with information about basic sources for knowledge (reliable internet websites, relevant literature, library information, etc.) or refers the group to another professional (e.g. physician or dietitian, depending on the educational needs of the group members). It is important that the facilitator should only tutor the group as a whole and supervise the discussion process in general but not take active part in the discussion. The facilitator can use the techniques of asking additional questions to direct the group toward the expected learning goals but should avoid giving straight answers. After the learning objectives are clearly defined and prioritized, the group can disperse. In the interval between the sessions, patients search for relevant information independently. In this time they should be able to contact the facilitator freely if they require more guidance. During the following PBL session, patients share their findings and act as “teachers” to each other. Once again, the facilitator’s role is limited to general guidance and overviewing the learning process. When all the learning objectives have been covered and no areas for improvement have been identified, the group receives another trigger and the process repeats. (Kilroy, 2004, Kärner et al. 2012.)

References:

Kilroy, D.A. (2004) Problem based learning. Emergency Medicine Journal. 21:411-413

Kärner, A., Nilsson, S., Jaarsma, T., Andersson, A., Wiréhn, A-B., Wodlin, P., Hjelmfors, L. and Tingström, P.(2012) The effect of problem-based learning in patient education after an event of CORONARY heart disease – a randomised study in PRIMARY health care: design and methodology of the COR-PRIM study. BMC Family Practice, 13(1)

Tingström, P., Kamwendo, K., Göransson, A. and Bergdahl, B. (2002) Validation and feasibility of problem-based learning in rehabilitation of patients with coronary artery disease. Patient Education and Counseling. 47: 337-345

Tulokas, S. (2001) Diabetes in Adolescence – a New Approach to Patient Education. The Problem-based Learning Method. Tampere:Acta Universitatis Tamperensis