Challenge

A key challenge within any discipline or program is to engage students in applying knowledge and to create opportunities for them to communicate in meaningful ways. In a third year capstone Clinical Perspectives course, the aim was to incorporate scaffolded PBL workshops to engage students in applying course content and to enhance their communication, collaboration and problem-solving skills.

Approach

Overview
Problem-based learning activities can be beneficial for developing students acquisition and development of key transferable skills such as: applied problem-solving and decision-making; innovation and creativity; communication and collaboration to name but a few. With the support of the School of Medical Science, weekly PBL workshops were embedded into the course 3017MSC to develop these skill sets of students within a capstone course in the Bachelor of Health Science program.

Introductory workshop
Within the Health Science program, PBL was an unfamiliar learning environment for students. To support students acclimatise to this distinct environment, an introductory workshop was facilitated by the course team. In this introductory workshop, students were informed of what to expect throughout the PBL workshops. A series of ‘get-to-know-you’ activities were also incorporated to foster the development of working relationships between students and to enable them to learn more about each other at a deeper level.

‘Get-to-know-you’ activities
A range of activities were included to enable students to develop effective relationships with their PBL team members. Some of these activities included:
Pair with a member of your group and communicate to each other key things that personify them as an individual. Then share these thoughts with the larger PBL group to highlight their active listening skills.

Assessment
Students were not directly assessed on their performance at workshops, but rather on a series of scaffolded reflections. This provided students with a safe learning environment in which they could “flearn” or learn from their perceived failures / mistakes.

Outcomes

Since incorporating PBL workshops, the course team have evidenced a noticeable improvement in students embracing the opportunity to talk with their peers, get to know each other and take learning risks when working through PBL case studies. The team have also evidenced students application of their previous learnings and engaging in a PBL case and developing solutions and outcomes.

Anecdotal feedback received from students highlighted enhanced connections with their peers, the formation of new friendships and a greater sense of connection with their program.

Enabling Technology

Communication outside of weekly workshops with PBL student teams was critical to negotiate tasks, update progress and ask questions. Students were provided with the flexibility to choose their preference for the communication platform outside of class (e.g. FaceBook, Learning@Griffith discussion boards etc).

Implement

If you are thinking of implementing a similar approach, consider the following:

• Incorporate an introductory workshop to provide opportunities for students to get to know each other. Never presume that students speak to each other and know each other. Often in group tasks, students separate tasks, work autonomously and do not have deep discussions about what their intentions are about the work that they are doing.
• Articulate the expectations concerning the course, and the PBL environment. For example, an expectation concerning the environment may be that it is important for students to communicate with respect. This will empower all students to speak up and contribute their own knowledge to the discussions.
• Ensure that the PBL facilitation team is informed and cohesive (e.g. everyone is on the same page and addressing the same problem at the same time).
• Consider using random assignment to groups if you have larger cohorts. This maximises the opportunity for students to develop new friendships.

Griffith Graduate Attributes

This learning activity clearly aligns with the following Griffith Graduate Attributes:

• Knowledgeable and skilled with critical judgement
• Effective communicators and collaborators
• Innovative, creative and entrepreneurial.

Case-based PBLs enhance student knowledge of their discipline, whilst having to apply their problem-solving and communication skills to solve complex problems.

Support Resources

• Partnership-Based Learning (P1). Getting Started with VLE tools and the Course Design Standards.

  Module

Contributed by

• Griffith Health
  School of Medicine
  Associate Professor Helen Massa
  (07) 555 28859
  h.massa@griffith.edu.au
  Griffith Experts profile

Preferred Citation

Masaa, H., and Learning Futures (2020). PBL workshops to enhance student connectivity. Retrieved from https://app.secure.griffith.edu.au/exlnt/entry/5965/view