Application of Knowledge
In the fifth step in the process of investigating a PBL problem, the students apply the new knowledge gained through researching the Learning Need topics to help them better understand the patient’s problem. This Application of Knowledge phase is intended to insure that all the students understand the material and can use this new information to evaluate the Ideas that were generated. This step in the process could be characterized by the question “were our ideas reasonable?” The process of application is facilitated by asking the students to reconsider their original Ideas in the light of their new knowledge. In so doing the students may re-prioritize their ideas or discard ideas completely. This step reinforces an important part of the learning process by emphasizing the importance of applying and organizing knowledge that may be used in future activities. Closing the loop on learning through knowledge application and evaluation of the original Ideas is necessary to reinforce the material and emphasize the use of the content in a clinically relevant context.
How it is done:
When the group returns to the next group session, following the resource collection phase, there are two stages to the completion of application of their new knowledge. First, the group meets in an un-mentored session to discuss the learning topics, reach a consensus on understanding, and apply the material to the case. Second, the group meets with the faculty facilitator to review the previous Ideas and reevaluate their relative priority and importance in the case. All of the Ideas from the previous mentored session should be reconsidered at this stage. In the process of reexamining their Ideas, the students should determine the limits of their knowledge and identify any gaps that continue to exist in their understanding of each Idea. Frequently the group will identify gaps in knowledge that require additional investigation. In such instances the group should generate a list of “post mortem” Learning Needs. The students may also generate new ideas based on their developing knowledge as they reevaluate their previous Ideas. These new Ideas and new Learning Needs can be added to the lists of Ideas and Learning Needs generated during the subsequent part of the case. When the group members have evaluated all of their previous Ideas and determined the remaining gaps in their knowledge, they are ready to proceed to the next part of the case and begin the next cycle of learning. Should post-mortem Ideas or Learning Need topics be generated on the final day of the case, it is the responsibility of the students to continue their study independently.
Why it is done:
Overt application of knowledge is critical in the process of learning because it demonstrates to students the relevance of the material and provides a context for application. It is believed that this increases motivation for learning as well as improves recall of the material in the clinical setting. In many traditional curricula the task of applying knowledge is not included during presentation and learning of new material, and is frequently deferred to a time so far in the future that the basic content may have been forgotten. In Problem Based Learning, application of knowledge is a routine and integral component of the learning process. Through application to a simulated case the students can identify the relevance of the learning when the material is first addressed. In addition, utilization of the content during learning puts the students in a position where they need to consider the importance of the material as well as their mastery of it, and where they must learn to verify their thinking with factual information. This process of “thinking about one’s thinking” (meta-cognition) becomes a part of the students’ independent learning skills. For these reasons, closing the learning loop through application of knowledge and evaluation of original thinking is the final, critical step of an inquiry-based approach to learning.
