1	The Potential of Virtual PBL Carol Kamin, MS, EdD Associate Professor, Pediatrics Director, Project L.I.V.E. University of Colorado SOM http://mama.uchsc.edu/pub/live/intro_pub.htm
2	Virtual PBL Agenda Define virtual PBL Demonstrate Examine the components Facilitator Case Students Summarize research
3	Defining Virtual PBL Online group discussions & self study Facilitator Small groups of students Perceive patient cues Generate multiple hypotheses Inquiry to rank hypotheses Problem formulation Diagnostic or therapeutic decisions* Shared Case i.e., Project L.I.V.E. CD-ROM web hybrid program Digital video cases on CD-ROM Asynchronous discussions Shared areas for facts, hypotheses & learning issues
4	The Mini-Demonstration Begins!
5	Students Respond
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9	The Online Facilitator: Teaching Presence Establish process & expectations By Wednesday at 8pm, you should have discussed your learning issues. Actively facilitate discussion How reliable are the findings of nuchal rigidity in children? Summarize & refocus Well, John seems to want an LP but Julie thinks we should start antibiotics first. What do the rest of you think?
10	Facilitator Models: Social Presence Cohesive (acknowledge students by name) Great review Sally! Affective (use of humor or emotion) As a physician, the thing that keeps me up at night are the emotional aspects, not the science. It can be incredibly difficult to tell families bad news. Looking into the eyes of parents with a beautiful 3 week old baby and telling them the baby has a terminal illness is tough. Interactive (build on others’ comments) John has just told us the blood pressure is abnormally high. So what do you think is causing the HTN?
11	Additional Tips for the Facilitator Construct an electronic cheat sheet Be comfortable with the technology Use a scheduled asynchronous format Incorporate student pictures Provide face-to-face orientation for students with written & web-based guidelines Plan for technical support for students Ensure that students have time for self-directed learning Have threads posted before students enter discussion Make it count!
12	Questions to Deepen the Discussion Clarify meaning Explore assumptions Identify sources Question plan of action (e.g., are you going to admit Ali or send her home?)
13	The PBL Case Types Free inquiry Short Guided design Modality Text Video
14	Video Cases Provide real examples Force interpretation of what they see Model professional behavior Trigger deeper discussions Influence attitudes Demonstrate procedures Share common image/sound/movement
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16	Students: What They Tell Us They Want Authentic simulations Collaboration with peers Increased communication with clinical teachers at their level Guidance in clinical reasoning No computer glitches
17	More Specifically, Students Want,… To be in charge of the patient---case simulations are the only time they get the opportunity. To discover for themselves the importance of the H&P & broader differentials To Discuss findings--- “we don’t always know what we are seeing” To “see” the patient----text has too many hints, video increases demand for more video Simulate “real” clinical role To have abnormal vs. normal video examples
18	Research Critical Thinking Instructor Presence Student Focus Groups Standardized Patients Change Study Psychosocial Learning Issues Group Size Changing Provider Attitudes Towards Working with Obese Patients Retention
19	Does Your School Have an Instructional Need for Virtual PBL? Distributed students Time constraints A consistent curriculum (especially for crucial but hard-to-see cases)
20	Factors That Influence Success