Problem-based learning (PBL) is an educational approach centered around problems rather than courses, where students work in small groups to solve problems and stimulate self-directed learning. It draws from several learning theories and allows students to learn in a contextual manner. The role of faculty changes to facilitating learning. PBL requires resources for small group work and faculty training to learn new facilitation skills. Benefits include active learning and clinical relevance, though it also presents increased costs and resource needs compared to traditional models.

1. Chapter 10
Problem–Based Learning

2. Problem-Based Learning
• Background and Definitions
• Theoretical Foundations
• Types of Learners
• Resources
• Role of Faculty
• Using Problem-Based Learning Methods
• Potential Problems

3. Problem-Based Learning
• Problem–based learning (PBL) is an
educational process where learning is
centered around problems rather than
discrete, subject–related courses.

4. Background and Definitions
• Students are presented with a written
problem or scenario.
• Faculty role changes from that of
imparter of information to facilitator of
learning.
• Emphasis on student responsibility for
self–directed learning.
• The written problem is the stimulus for
learning.

5. Background and Definitions
• PBL is often associated with an overall
curricular approach rather than an
educational methodology.
• Originally viewed as an all or none in
that educators had to use only this
approach in order to gain the desired
benefits.
• There is more acceptance of mixed
curricula today.

6. Theoretical Foundations
• Contextual learning theory–learning
all content within the context of a
problem helps students recall
information
• Information processing theory–
incorporates prior knowledge
• Cooperative learning theory–
individuals are dependent on other
group members to achieve learning goals

7. Theoretical Foundations
• Self-determination theory–identifies
controlled, maladaptive motivators of
behavior and autonomous motivators
• Control theory–all behavior is based on
satisfying five basic needs (freedom,
power, love, fun, survival and
reproduction)

8. Types of Learners
• Health professional students at all levels
can benefit from the use of PBL to
simulate realistic clinical situations.
• Students accustomed to more traditional
ways of learning may experience stress
and anxiety.

9. Resources
• Because PBL occurs in small groups,
additional faculty are often needed to
facilitate small groups.
• There may be a need for additional
breakout areas, a library, and resources
that facilitate self-directed learning.

10. Role of Faculty
• the role of the instructor is to activate
and facilitate learning in the group by
encouraging participation of all members
and to monitor the depth and breadth of
knowledge and intervene when the
desirable quality of learning is not
achieved (Barrows & Tambly, 1980;
Maudsley, 1999)

11. Role of Faculty
• Using a combination of content and
process experts is best.
• Faculty tend to initiate activities with
which they are most familiar.
• Faculty require training to assume more
facilitative roles.

12. Role of Faculty
• Sequence of skill development
1. challenging assumptions and developing
understanding of PBL
2. experiencing and valuing the tutorial
process,
3. acquiring general teaching skills
4. developing content-specific instructor
knowledge and skills

13. Role of Faculty
• Sequence of skill development
5. acquiring advanced knowledge and skills
6. Developing leadership and scholarship
skills
7. creating organizational vitality

14. Using Problem-Based Learning
Methods
• No “best way” to implement PBL
• Diversity in curricular design and
approach is expected

15. Using Problem-Based Learning
Methods
• Typical Process
– Students are presented with a problem.
– Students meet in small groups, brainstorm
about what they need to learn in order to
understand the problem.
– Students divide tasks for self-study.
– Students return to the group and discuss
findings.
– Students evaluate themselves and the
process.

16. Using Problem-Based Learning
Methods
• Faculty Role
– Modeling - the thinking process for students
by questioning and challenging them
– Coaching - students who are off track or
confused.
– Fading - leaving the group to work more
independently
– Groups should meet for at least eight weeks
to allow for the process to occur.

17. Potential Problems
• Costs associated with increased faculty
required to deliver education in small
groups
• Space limitations
• Lack of data that describes significant
differences between PBL and traditional
curricula.

18. Potential Problems
• Benefits of PBL
– Person–to–person contact
– Beginners are respected
– Focus on patients promotes relevancy
– Opportunities to discuss moral and ethical
issues
– Students are more committed to lectures
when they are given.

19. Potential Problems
• Beginning to examine how to do PBL in
an online setting

20. Conclusion
• PBL is an increasingly popular teaching
and learning strategy within the health
professions.
• Clinical relevance, small group
interactions and active learning are
appealing.
• Faculty training and expertise are
essential for successful outcomes.