Problem Based Learning
In this section:
PBL as a Learning Approach
A key feature of the medical course at the University of Melbourne is the use of problem based learning (PBL) as a central learning method for students. Adopted by the School in1999, this method of learning has been used in medical schools for more than 30 years and has proven to be an effective and enjoyable way of learning.
The essential feature of PBL is that student learning is driven by the need to understand and explain a realistic clinical problem. Students, working in small groups, are responsible for identifying their own learning needs from a carefully constructed problem scenario, and for seeking the resources to fulfil these needs.
PBL represents a deliberate attempt to move away from the didactic approach of the traditional lecture-based curriculum. The objectives of the PBL method for medical students include :
- the construction of clinically useful knowledge;
- the development of clinical reasoning strategies;
- the development of effective self directed learning strategies;
- the development of skills required for collaborative learning and effective teamwork; and
- an increased motivation for learning (Barrows, 1986).
PBL also requires a different approach to teaching by the tutor. Rather than teach by giving students the necessary information, PBL tutors are best considered as facilitators who support student learning by:
- enabling each student to participate in the group discussion,
- encouraging students to support their statements with evidence, and to explain their reasoning,
- using open-ended questions to promote discussion rather than using ‘yes or no’ type questions,
- intervening when appropriate to guide discussion, and
- promoting a relaxed positive learning environment.
The PBL method and philosophy is perhaps best summed up in the following way:
PBL Tutor Training
Twice a year, the Medical Education Unit runs workshops designed for tutors new to the Problem Based Learning (PBL) process.
These two-day PBL tutor training workshops present the theoretical basis of PBL, and provide participants with a wide range of practical skills that can readily be transferred into the PBL tutorial scenario.
The program involves a real-life PBL tutorial, allowing participants to watch a group of students work through a case with an experienced facilitator.
The workshops are aimed at new tutors within the medical and physiotherapy courses at The University of Melbourne. The workshops are also open, for a fee, to teaching staff from other educational institutions where PBL is embedded in the curriculum. Participants are provided with a certificate of completion at the conclusion of this training, signed by the Associate Dean (Academic Programs), Faculty of Medicine, Dentistry and Health Sciences.
Additional workshops are held each year, based on the particular needs of the teaching staff. These workshops/ consultancy sessions include: writing PBL cases and tutor guides; designing a PBL curriculum; understanding and dealing with small group dynamics, enhancing students’ PBL skills; development of feedback skills for PBL tutors.
For additional information, contact:
Unit Manager, Medical Education Unit
Faculty of Medicine, Dentistry and Health Sciences
Level 7 North Wing, Medical Building
The University of Melbourne
Victoria 3010 Australia
Tel: +61 3 8344 0186 Fax: +61 3 8344 0188
Email: Email
Information for Prospective PBL tutors
About the Medical Course
Information about the philosophy and structure of the current medical course is included in the Curriculum section of this website.
The Medical Education Unit employs casual tutors for Problem Based Learning tutorials in the ‘body systems’ subjects in Semesters 1-5 of the current 12 semester medical course. These subjects are interdisciplinary, integrating anatomy and cell biology, biochemistry and molecular biology, pharmacology, microbiology and immunology, and physiology, as well as clinical content.
Selection Criteria
To become a PBL tutor, you must have a relevant science or biomedical degree and have completed or are undertaking post-graduate qualifications. Due to the nature of the tutoring style, PBL tutors do not need to be content experts.
The problem cases are a means of learning science in a meaningful clinical context. Scientists can be excellent PBL tutors and will not be expected to develop clinical knowledge. Tutors are given detailed tutor guides for each case and also attend weekly case briefings to help them to effectively facilitate the tutorials.
Current or prospective undergraduate medical students are not eligible to be PBL tutors.
All tutors need to be available for both the tutorials and the two-day introductory training workshop.
Subject and Semester Dates
The Semester 1 – 5 body systems subjects are:
- Semester 1: Principles of Biomedical Science (body organisation, cells and cellular structure and function).
- Semester 2: Nutrition, Digestion & Metabolism (metabolism, and the gastrointestinal, hepatobiliary and renal systems)
- Semester 3: Cardio-Respiratory & Locomotor Systems (cardiovascular, respiratory and musculoskeletal systems)
- Semester 4: Control Systems, Growth & Development (neuroscience, endocrinology, reproduction and development and ageing)
- Semester 5: Defence Mechanisms & their Failure (immune system, infectious diseases and microbiology, allergy, malignant disease and the skin)
As the current course is being phased out in preparation for the new generation MD, the last cohort of medical students enrolled in this course will complete the subject “Defence Mechanisms & their Failure” in the first half of 2011.
For current semester dates, please refer to the Melbourne Medical School.
Time Commitment
PBL tutors typically tutor one group of 10-12 students for an entire semester. In Semesters 2, 3, 4 and 5 the semester is fourteen weeks long. There is one case and two two-hour tutorials each week. In Semester 1 there are only five cases spread across ten weeks, with one two-hour tutorial per week.
All new tutors are also required to attend one-hour briefing sessions prior to each case. These briefings are usually conducted fortnightly in Semester 1 and weekly in Semesters 2-5.
Tutors are also expected to familiarize themselves with the additional resources that are made available to students. The amount of preparation time required will vary from tutor to tutor, depending on background knowledge.
Although it is not an expectation of the role that tutors be available for questions outside of tutorial times, a certain level of student consultation may take place.
PBL tutors are also involved in the assessment of their students. This entails a mid-semester feedback session with each student (c. 15 minutes/ student) and providing a brief written report on their progress at the conclusion of the semester.
The draft timetables for the Semester 1 – 5 PBL tutorials in 2009 and 2010 are as follows:
2009
FIRST HALF OF YEAR
Semester 1: Tuesdays 11am – 1pm. Briefing every second Tuesday 1pm - 2pm.
Semester 3: Mondays 9am - 11am & Fridays 11am - 1pm. Briefing Fridays 10am – 11am
Semester 5: Mondays 11am - 1pm & Fridays 2.15pm - 4.15pm. Briefing Fridays 1.15pm - 2.15pm
SECOND HALF OF YEAR
Semester 2: Mondays 9am - 11am & Fridays 9am - 11am. Briefing Fridays 11am - 12pm
Semester 4: Mondays 11am - 1pm & Fridays 11am - 1pm. Briefing Fridays 1pm - 2pm
2010
FIRST HALF OF YEAR
Semester 3: Mondays 9am - 11am & Fridays 11am - 1pm. Briefing Fridays 10am – 11am
Semester 5: Mondays 11am - 1pm & Fridays 2.15pm - 4.15pm. Briefing Fridays 1.15pm - 2.15pm
SECOND HALF OF YEAR
Semester 4: Mondays 11am - 1pm & Fridays 11am - 1pm. Briefing Fridays 1pm - 2pm
For current timetables, please refer to the Melbourne Medical School.
Rates of Pay for Casual PBL Tutors
Casual PBL tutors engaged by the Medical Education Unit are paid using the University’s Repeat Tutorial Rate for delivering the PBL tutorials (currently around $68/ hour). This rate includes a provision for preparation time, time spent on student consultation outside tutorial hours and on assessment (including the mid-semester feedback sessions).
Tutors are paid to mark the end-of-semester written paper, using the University’s Standard Marking Rate (currently around $32/ hour). Tutors are approached about marking the written paper towards the end of the semester. Only a small number of tutors are needed to undertake this task.
New tutors are also paid to attend the tutor briefing sessions, using the University’s Other Required Academic Activity rate (currently around $34/ hour).
PBL tutors are not paid to attend the two-day introductory training session, and nor does a fee apply.
Application Process
To be considered for a casual PBL tutoring position, please submit your current curriculum vitae (including the details of three referees) and a cover letter to:
Faculty of Medicine, Dentistry and Health Sciences
Level 7, North Wing, Medical Building
The University of Melbourne
Victoria 3010 Australia
Tel: +61 3 8344 0186 Fax: +61 3 8344 0188
Email: Email
All shortlisted candidates will be invited to attend a brief interview.
All applicants are advised of the outcome of their application by email or by telephone.
All successful applicants must attend the mandatory two day PBL introductory training workshop.
Tutors are provided with an opportunity to rank subjects according to preference and to request that they tutor in more than one subject. While every effort is made to act on these preferences, it is not always possible to accommodate all requests.
The Melbourne Model
Please note that, as the current course is being phased out in preparation for the new generation MD, which will begin in 2011 (subject to approval), there will be diminishing places available for casual PBL tutors. Information about employment opportunities through the MEU in the new MD course will be posted when available.