Enquiry Based Learning (EBL) - PowerPoint Presentation

Slide1

Enquiry Based Learning (EBL) and Human Rights Slide2

Traditional (“didactic”) methods of teaching involve

telling

students information

PBL and EBL work through active learningPBL (Problem-Based Learning): First developed at McMaster Medical School (1969) and developed further in UK & Netherlands. PBL is common in medical undergraduate education and has been well-researched in this context

Problem Based Learning (PBL)Slide3

PBL is a way of triggering learning in context, through small groups of learners

discussing

case examples

and using self-directed learning to formulate responses to the material, and so facilitates meaningful service user involvementWhy PBL/ EBL? Slide4

PBL and EBL are sensitive to clinical and professional context; theory is acquired through learning in context as they involve continuous

evaluation and appraisal of information;

developing appropriate feedback and dissemination;

reflection on content and on the process of learning -PBL and EBL therefore have greater ecological validity than traditional methods of teaching and learningWhy PBL/ EBL? Slide5

Problem-Based Learning (PBL)and Enquiry-Based Learning (EBL/IL) are self-directed modes of learning

In PBL/EBL the role of the facilitator is

not to teach

, but to actively facilitate group workSmall groups are provided with ‘trigger’ case materialThe group works together to develop appropriate questions and identify key issuesGroup identifies, appraises, and applies evidenceSlide6

Why is Enquiry-Based Learning (Inquiry Learning) different to PBL?

Calling it

Enquiry

- Based rather than Problem-Based Learning places emphasis on the process of enquiry, rather than on the problem (psychopathology)EBL places emphasis on posing questions, gathering and analysing data, and constructing evidence-based arguments to reach conclusions about complex problems or situations, whilst emphasising reflection on process (thus fits with reflective scientist-practitioner model) Human rights learning is most positively received when developed through applying human rights frameworks to help resolve clinical dilemmas (Butchard and Greenhill, in press)

Therefore,

EBL

is well suited to learning about certain aspects of clinical psychology and professional practice, through the use of complex cases/ scenarios with additional contextual features. Slide7

Problem

Small group discussion Checking back with the group Learning objectives Self-directed

study

EBL

Learning Cycle Slide8

1) First students are presented with a problem (trigger).

2) Students discuss the problem in a small group PBL tutorial

.(a) They clarify the facts of the case (b) They define what the problem is (c) They brainstorm ideas based on their prior knowledge (d) They

identify what they need to learn to work on the

problem

(

e

) They

identify what they what they do not know

(

learning

issues

)

(

f) They reason through the problem (g) They specify an action plan for working on the problem

. Operationalising EBL

(Based on: T. Barrett Understanding Problem-Based Learning, 2005) Slide9

3) Students engage in independent study on their learning issues outside the tutorial. This can include: library, databases, the web, resource people and observations.

4) They come back to the

EBL tutorial(s) sharing information, peer teaching and working together on the problem. 5) They present their solution to the problem. 6) (a) They review what they have learned from working on the problem. (b) All who participated in the process engage in self, peer and tutor review of the EBL process and reflections on each person’s contribution to that process.

Operationalising EBL (continued) Slide10

The EBL Facilitator

Facilitates the work of the group

•Can intervene when necessary, by:

–asking questions –challenging assumptions –managing group dynamics •Encouraging evaluation and reflection Slide11

Student Roles

Chair

–this role can rotate

Project

leader

-

develops overall project plan,

proposes agendas for meetings,

suggests division of

labour

Scribe

- takes group notes of each

meeting

Archivist

–

collect and organise storage of materials

, resources, references, notes

etc.Team members - take individual notes, participates

in discussion, and reviews resource materials Slide12

The design of the problem and questioning by the facilitator will lead students to identify learning issues relevant to the curriculum content objectives

In

EBL, learning issues are defined as

group learning objectives (GLO) and individual learning objectives (ILO)Slide13

EBL Learning Grid

To help students identify and keep track of learning objectives, a learning grid can be used

Learning Grid

Personally & professionally

Assessment & formulation

Organisational & service level

Service evaluation

General Aims

I have developed a basic understanding of how to apply human rights principles and law in my clinical work

I see human rights as a useful tool in relation to clinical dilemmas

Human Rights Law

I know where to find human rights tools and resources

I know that there are absolute, limited and qualified rights

I understand that all law is applied in law with the Human Rights Act

Clinical practice

I understand how case law shapes clinical practice

I understand human rights thinking as a decision-making framework

I have the skills to raise human rights issues

I have the skills to challenge bad practiceSlide14

Human Rights Teaching Aims

To

develop a basic understanding of how to apply human rights principles and law in their work

To see human rights as a useful tool in relation to clinical dilemmasTo understand how case law shapes clinical practice To know where to find human rights tools and resources To understand human rights thinking as a decision making frameworkTo understand that all law is applied in line with the Human Rights Act To know that there are absolute, limited and qualified rights. To have the skills to challenge bad practice To have the skills to raise human rights issuesThe emphasis throughout the teaching is on the practical application of human rights law, principles and approaches.