Problem Solving Strategies

Nathan Shen

PGY-1 Pharmacy Resident

Frederick Memorial Hospital

Problem solving is an important function for students in being able to think independently and apply learned information.2 One paper defined problem solving as a “process of moving towards a goal when the path to the goal is uncertain”.1 Two important variables in problem solving involve heuristics and algorithms. Heuristics are strategies to achieve a goal but are not guaranteed to work. Algorithms are a sequence of steps that are guaranteed to achieve a goal every time the steps are executed in the proper order. Looking at some of the data from previous classroom applications research demonstrates how problems solving is learned in an academic setting, how problem solving is measured and provides future strategies for improvement3.

Problem solving, as defined above, involves a given problem, a distinct situation, the application of knowledge, the unknown knowledge to a distinct end, and the ability to build on pre-existing knowledge. George Poyla, a Hungarian mathematician, defined four steps in problem solving. His steps include: Understanding the problem, devising a plan for solving the problem, carrying out the plan, and looking back or evaluating the solution. Building on these steps, the paper states that problem solving can be taught through focused, instructional means3.

One important factor identified by the researchers was that more successful students were able to pull out key ideas from problems and from there, use critical thinking and sequential analysis to answer a problem. Another finding was that students were able to make significant improvements by having more focused instruction.3 The example provided was that students were given a more algorithmic approach to a problem that required them to combine multiple steps. By training students to think in this manner, it showed improvement in their ability to solve mathematical problems. Additionally, it was shown that training in specific problem-solving techniques was superior to repetition of problems.

Another example that researchers found was that the heuristic method of “breaking the problem into parts,” was a barrier for students trying to solve problems.3 This was seen when a professor taught students general strategies for solving integration problems in calculus. Although students benefited from this instruction, they were not sure when to apply each method leading to problems in solving the equations.

Problem solving can be measured through a number of different means; however, the article states the fact that it is necessary to be clear about which skills are taught, and which are tested if existing measures are to be used effectively. One test in relation to the Rasch model measures an individual’s performance on problems based on the assumption of two factors – the ability of the individual and the difficulty of the problem. Essentially, these measures are incorporated into an equation and the better the student’s ability, the better his/her chance of success will be and the more difficult the problem, the smaller the chance the student will solve it.3 Another method of measuring problem solving ability was based on Poyla’s four steps – understanding the problem, applying the solution strategy chosen and looking back at the solution. However, measuring a student’s problem-solving ability is not always easy. One study done by researchers on computer science students was teaching a problem-solving strategy (like Poyla’s four steps) and concept mapping to one group of students but not the other. The outcome was measured by a 52-question inventory. The results were not significant between the groups but did demonstrate that students used some of the problem-solving strategies taught at the beginning of the semester.1

The implementation of teaching problem solving is a hard topic and not easy to accomplish. The research states that integrating the aspects of problem solving into the curriculum is more helpful than teaching purely problem-solving techniques in isolation. However, it is up to debate whether to teach problem-solving techniques then have students apply the information or if it is better to have students attempt to try on their own, then learn the problem-solving techniques. In general, the consensus is to integrate the techniques to students within the curriculum. Poyla’s four steps also play a major role in how information should be taught to students, yet one key factor was not mentioned previously. Motivation is a key ingredient for a student to be successful. Even if a student is intelligent and creative, if they are lacking motivation to find a solution, they will not be successful. Secondly, a determining factor for success is knowledge in the area of understanding the problem and working for the solution. Thirdly, students must have a collection of problem-solving techniques and strategies. The idea behind motivation is that the teacher is responsible for setting up the learning in a way that is exciting and pushes the student to solve problems of their choice.

Problem solving is part of the core curriculum goals for pharmacy students with the goal of being able to effectively enter the workforce capable of practicing team-based healthcare.2 By integrating some of the concepts outlined above into the curriculum, students will be able to be an effective part of the health care team. Through a heuristic approach of data collection, assessment, planning, implementation, monitoring and evaluation, students will have a framework for being able to approach healthcare related problems. Through cased-based problem solving, OSCEs, simulations and real-life interactions students will be able to hone their problem-solving skills in a logical and sequential approach.2 Another important aspect to implement is motivation. There is no one-size-fits-all approach to engaging students and making sure that they are motivated or interested. However, many techniques are mentioned such as effective pacing, breaking up information into parts, teaching through “games” or “friendly controversy,” the flipped classroom and many other methods.2

Problem-solving is a unique skill-set that can be very beneficial to any student. The major ideas of understanding the problem, devising a plan, carrying out the solution and looking back on the solution provide the framework as a problem-solving model. For the student and teacher, motivation and the desire to learn are also key factors in being able to solve problems successfully. The involvement of heuristics, algorithms and other methods of learning all tie back into Poyla’s model of learning and play a large role for the success of a student.

Bibliography:

1. Chauhry, Nadeem and Rasool, Ghulam. A Case Study on Improving Problem Solving Skills of Undergraduate Computer Science Students. Retrieved from: World Applied Sciences Journal 20 (1): 34-39, 2012 DOI: 10.5829/idosi/.wasj.2012.20.01.1778
2. Oyler DR, Romanelli F, Piascik P, Cain J. Practical Insights for the Pharmacist Educator on Student Engagement. Retrieved from: Am J Pharm Educ. 2016;80(8):143. doi:10.5688/ajpe808143
3. Picus, Larry et al. Teaching Problem Solving: A Research Synthesis. Retrieved from: https://files.eric.ed.gov/fulltext/ED238875.pdf. Alaska State Department of Education. June 1983