Model of problem-based learning using systems approach

Problem-based learning (PBL) as a teaching learning method has been implemented by the Department of Nursing Universiti Kebangsaan Malaysia (UKM) since 1996. The conceptual framework of conducting PBL uses systems approach involving input, process and output. The systems input of PBL is preparation stage which includes the determination of clear learning outcomes in the development of generic skills, introducing of PBL as a teaching learning method to students as well as teaching staff, training of the facilitators, and preparation of PBL package to ensure the success of PBL. The systems Process of PBL is its implementation involving the integration of medical sciences such as anatomy, physiology and biochemistry, nursing sciences, social sciences and clinical practice. The process also involves three stages of activities in PBL: i) encountering the problem, ii) self-directed learning and iii) back to the problem. The activities of each stage will produce the outcomes of the PBL. The systems output of PBL is the generic skills that students gain after completing the three stages of activities in PBL. The generic skills include i) application of knowledge, team work and communication skills, ii) professionalism skill iii) leadership skills and iv) critical thinking and problem solving skills. The study concludes that the systems approach can be applied in conducting PBL starting with preparation before the PBL sessions known as input, the three stages and activities of PBL is the process and the generic skills known as output. (C) 2011 Published by Elsevier Ltd. Selection and/or peer reviewed under responsibility of the UKM Teaching and Learning Congress 2011