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U N I V E R S I T Y O F P I T T S B U R G H |
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| Vol. XII, No.1 | A newsletter devoted to the support of teaching and learning at the University of Pittsburgh |
Sept. 2006
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U N I V E R S I T Y O F P I T T S B U R G H |
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| Vol. XII, No.1 | A newsletter devoted to the support of teaching and learning at the University of Pittsburgh |
Sept. 2006
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Systematic Approach to Ill-Defined Problem SolvingRhonda Rea’s idea for her ACIE project, A Systematic Approach to Ill-Defined Problem Solving Using a Computer Aided Learning Branched Tree Algorithm in Combination with Problem-Based Learning, grew from her observations of students and faculty when she attended a problem-based learning workshop at the University of Edinburgh, Scotland. Rea, School of Pharmacy, said, “I was impressed with the levels of participation in the classes; not only did the students interact more but the instructors enjoyed it more as well.” Rea wants third-year professional pharmacy students to experience the same type of learning through systematic clinical problem solving and collaborative group opportunities. “First,” she said, “students will be given a patient case on the computer that has no clear-cut answers. We want them to adopt a step-by-step approach to resolving ill-defined problems.” Students will be presented with options related to treatment; their choices will branch off to illustrate the ramifications of selecting each option; they will then be presented with the next step in the problem-solving process. This format will continue until the case is resolved. Next, they will meet in small groups within their classes to discuss a similar patient case. This simulates a real hospital setting because the pharmacist works as part of a specialty team to develop treatment recommendations. “First, the students try out their decisions in a safe atmosphere on the computer, and then they work in a group to hear other people’s opinions. It’s difficult to learn these skills without having the opportunity to practice,” explained Rea. Rea expects that 100 students will participate in this combined computer-based, small group learning sequence. She anticipates that producing the materials will take approximately six months, and piloting the lessons should begin with students in January of 2007.
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A newsletter devoted to the support of teaching and learning at the University of Pittsburgh |
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