2. DEFENITION
A method uses problem to
define students’ need in
learning
A method to conduct self-
directed enquiry, integrate
theory and practice, and
apply knowledge and
skills to develop a solution
to a defined problem.
3. COMPONENTS OF PBL
Problem Identification
Hypothesis Generation
Generation of Learning Issues
Inquiry Strategy: Setting of Group and
Personal Objectives
Revisiting the Problem, Sharing of
Information
6. PROBLEM BASED
The use of realistic (e.g. clinical)
problems
Emphasis is not on solving the
problem
Hypothesis and issue generation
Sharing of learning burdens
7. SELF-DIRECTED LEARNING
You learn what you need
Building of new knowledge on existing
knowledge
Learn to use different resources
Learn time-management skills
Take responsibility for one’s learning
9. DISADVENTAGE OF PBL
Lack of traditional structure and
progression
Perceived lack of depth in the
knowledge acquired
Too much time is spent in a tutorial
“talking”
It is hard to fail a student
You need more teachers
10. WHY WE USE PBL?
This is how we as adults learn
It is the most practical and efficient way of learning
We do this in our daily professional and personal lives
Learning is not static, but a dynamic process
Develop a life-long learning attitude
Develop group and interpersonal skills
11. Why Is PBL Not Widely Used?
It involves too much work!
It affects the funding of departments
Some teachers are resistant to change
Students are perceived as not mature enough to handle
this
Not enough coverage of basic sciences
12. ARE THE STUDENTS BETTER?
Students from PBL programs tend to take up
specialty and academic posts
Knowledge on the latest treatment guidelines
(e.g. hypertension) is better than graduates of
traditional programs
Learning is more fun for the students and
faculty
