A Delphi technique to identify and evaluate criteria for construction of PBL problems.
INTRODUCTION: In the process of PBL implementation, faculty members often ask what are the criteria for constructing problems and subsequently evaluating them. Although experts agree on a fundamental theoretical basis for developing problems, mostly prototypical, it is difficult to find specific criteria that could be used in constructing PBL problems. METHOD: A Delphi technique using six independent judges from the Rouen School of Medicine, France, answered this question. It took four rounds and five months. RESULTS: Nine criteria were identified and rank-ordered according to their relative importance: 1. stimulating thinking, analysis, and reasoning (openness 6.8 points); 2. assuring self-directed learning (autonomy 6.5); 3. using previous basic knowledge (richness 6.2); 4. proposing a realistic context (attractiveness 5.7); 5. leading to the discovery of learning objectives (coverage 5.0); 6. arousing curiosity (inquisitiveness 5.0); 7. choosing topics related to public health (relevance 5.0); 8. assuring contextual breadth (comprehensiveness 4.8); and 9. choosing an appropriate vocabulary (medical encoding 4.7). DISCUSSION: The identification represents a fresh outlook on the PBL process, from judges who had recent experience in constructing PBL problems. Related to Barrow's dimensions, these criteria could be seen as a more concrete and specific level of conceptualization. Paired with those found in the literature, they match six out nine already identified, although not prioritized criteria. CONCLUSION: Judges from a school just having implemented PBL, found that Reasoning and Autonomy are the most important criteria for constructing PBL problems.[1]References
- A Delphi technique to identify and evaluate criteria for construction of PBL problems. Des Marchais, J.E. Medical education. (1999) [Pubmed]
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