Intended for healthcare professionals

Student Careers

Leading problem based learning

BMJ 2007; 335 doi: https://doi.org/10.1136/sbmj.0709315 (Published 01 September 2007) Cite this as: BMJ 2007;335:0709315
  1. Maria Ahmed, fourth year intercalating medical student (masters in public health)1,
  2. Faizan Ahmed, senior house officer
  1. 1Manchester University

You can make or break a session when it's your turn to lead. Maria Ahmed and Faizan Ahmed explain how to succeed

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The widespread introduction of problem based, self directed methods of learning demands a shift in power from the tutor to the student leader of problem based learning (PBL) groups. Chairing a PBL session is no mean task because the student must lead members of a similar age and ability. This must be done considerately to avoid resistance or resentment.

So how can you effectively chair a discussion? How can you maintain control and not be drowned out by fellow students or taken over by a dictatorial tutor? Perhaps more importantly, how can you ensure that the session is productive while preserving your reputation as a cool, minimal effort, high attainment student?

Pace yourself--Be structured in your approach; follow the PBL process (box 1). Agree on how long to spend on each step and leave room for manoeuvre should the case prove easier or harder to tackle than expected. Don't over-run into lectures or lunch time. Summarise discussions at appropriate points, especially to break up periods of silence, and ensure the group has sufficient time and opportunity to dissect and learn from the case.

Box 1: PBL tutorial process

  • (1) Identify and clarify unfamiliar terms presented in the scenario; the person acting as scribe lists those that remain unexplained after discussion

  • (2) Define the problem or problems to be discussed; students may have different views, but all should be considered; scribe records a list of agreed problems

  • (3) Brainstorming session to discuss the problems, suggesting possible explanations based on prior knowledge; students draw on each other's knowledge and identify areas of incomplete knowledge; scribe records all discussion

  • (4) Review steps (2) and (3) and arrange explanations into tentative solutions; scribe organises the …

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