How to Design and Lead an Effective Problem-Based Learning Discussion

Debnath Chatterjee MD, Nina Deutsch, MD, Kirk Lalwani, MD

1. Choose a scenario related to clinical anesthesia,

medical education, ethics or professionalism that

is interesting, relevant and presents a dilemma. A

good topic has multiple decision points and

2. Identify three key messages you want the

participants to remember at the end of the PBLD.

Focus on these points when you write the

learning objective, which are specific statements

of observable learner behavior or action that can

be measured upon completion of the PBLD.

3. Two moderators must be named for each

submission, and if accepted, both must agree to

participate as moderators. Ideally, one moderator

will be an experienced educator, and the other a

features that make your submission interesting.

The goal here is to provide enough information

for reviewers to be able to score your submission

accurately for interest, scientific accuracy and

clarity of thought and expression.

4. If your PBLD gets accepted for presentation,

write up the case scenario and as the case

gradually unfolds, include open-ended questions.

Answers to these questions should not be

included in the case stem.

5. The discussion section is basically a brief review

of the topics to be discussed and should include

relevant references. It should not be a list of

answers to the questions in the case stem. Check

your assigned table. Bring several paper copies of

the handout for participants who didn’t prepare in

advance. Ensure that all the participants are at the

correct table.

who they are and where they practice. Open the

discussion with a non-threatening question that

everyone should be familiar with.

9. Involve all the participants in the discussion.

Engage the quiet participant by asking their

opinion and control the dominant participant by

giving others a chance to respond. To keep the

discussion interactive, ask the group to vote or

respond with a show of hands. Plan the timing of

each section and be prepared to move the

discussion along to stay on time. Keep the group

focused on the case at hand.

10. Close the discussion on time with summary

3. Liu PL. Liu MP. A practical guide to implementing problem-based learning in anesthesia. Current Anaesthesia and Critical Care.

1997; 8:146-151.