problem based learning - higher education - obesity

Detailed Description:

The obesity PBL is an authentic ill-structured real-world problem for which there is no right or wrong answer. Per Stepien & Pyke (1997) PBL learning begins “when students meet an ill-structured problem” (p. 383). The subject, obesity, is the ill-structured problem by which the learners will be engaged. Engagement is the first step in the sequence of PBL activity (p. 382).

The obesity PBL has its learning activities anchored to a large task, that is, what to do with the problem of obesity. The intent of the PBL design is to help the learner in develop ownership of solving the problem. Dabbagh, Jonassen, Yueh, & Samouilova (2000) describe that PBL emphasizes “three critical thinking skills: self-directed learning, group learning, and problem-solving” (p. 6). The learners have been tasked with determining what information they have and what additional information they need to work up a solution. They must deliver a plan weekly to indicate progress in moving toward their solution. According to Dabbagh et al. the approach to PBL includes having learners participate in an iterative process of self-study. It also prescribes an interactive process of problem-solving and needs identification (p. 6), as in groups.

This exercise is structured to include team work/collaboration to identify a solution. It also is structured to include individual work, such as reflecting and journal preparation. Students “learn to regulate and direct their own efforts by sharpening their metacognitive skills and ask themselves…” questions, such as “what do I already know” and “what is it I need to know” (Stepien, 1997, p. 383).
Dabbagh & Bannan-Ritland (in press) describe that scaffolding and facilitation is accomplished in PBL by a tutor//coach (Chapter 5, p. 9). Access to a teacher/tutor in this obesity PBL is available when learners are sufficiently challenged as to require direction/redirection. There is, therefore, support for the learner, which should limit de-motivation and frustration. Hmelo et al. (n.d.) say that the role of the tutor moves “…the group through the various stages of PBL”, monitors “…the group process to assure that all students are involved…” and “By directing appropriate questions to individuals…guides the development of higher-order thinking skills…” (p. 15).

Collaboration is also supported by the design of the PBL to not only get the work done, but to also encourage learners to testing their ideas among one another thereby considering alternative views and contexts. One of the growth tools is that of reflection, which the learner uses to gauge what is learned along the path as well as on stages of the process. At the end of the 4-week period, a report is due that contains recommendations for a hospitals’ community service program to educate the community on obesity. At the end of the project, learners will present their report to the entire class, that is, both groups. In this way, the teams can learn from one another and continue reflection. The program will be designed to improve the life of participants, the reputation of the hospital and the community’s health as a whole.

Learning Outcomes:

The learner will be able to:

    • Acquire problem solving skills.
    • Develop/use critical thinking skills relating to this complex issue.
    • Practice self-directed learning skills, reasoning skills, communications skills, collaborative skills.
    • Demonstrate an understanding of obesity through a course project.