This document discusses problem-based learning (PBL) and how it can be used in teaching. It defines PBL as an approach where students work in small groups to solve open-ended problems. The document outlines the key characteristics of PBL, including self-directed learning and facilitator-guided problem-solving. It also compares PBL to traditional lecturing and discusses different PBL models. Potential challenges of PBL are noted, such as being time intensive and stressful for students. Examples of how PBL could be implemented are provided.

1. PGCAP
LTHE module
@pgcap
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2.  Explain the basics of PBL
 Discuss how PBL could be used in own
practice
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3.  Discuss common characteristics and
differences in pairs
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4. passive > active > accelerated
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5.  broad umbrella term
 Individual students/groups of students seeking resolutions to
questions/issues, following own line of enquiry
 contextualised questioning (building on existing knowledge)
 leading to knowledge formation
 develop problem solving skills, inquiring attitudes and lifelong
learning habits
 tutor facilitates learning PBL main differences
•Problem first
•Structure and process
•Small groups
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6. Grown since 1960s pioneered at McMaster
University
http://www.mcmaster.ca/home.cfm
with medical students (Howard Barrows)
Strong evidence that it works well!!!
Whole university approach: Maastricht University
http://www.maastrichtuniversity.nl/web/Main/AboutUM.htm
http://www.maastrichtuniversity.nl/web/Main/Education/EducationalProfile/Pr
oblemBasedLearning.htm
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7. Can be used:
Small •Face-to-face
Traditional
lecture
group •Blended
learning •Fully online
Subject Problem
based based
Co-
Competitive
operative
learning
earning
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8.  Developing ‘skills’ and subject specific
reasoning skills
 Learning takes place in ‘context’ for
students
 Self-directed learning is promoted
Savin-Baden (1996)
source: Busfield, J & Peijs, T (2003) Learning Materials
in a Problem Based Course
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9. ill-structured threshold
content
scenarios/triggers concepts
 Problems embedded in scenarios
 Students discover problems
 Learner ownership
 In small groups (PBL tutorials)
 Search for solutions
 PBL tutor
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10.  Authentic, genuinely
problematic
 Trigger learning
 Media
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11. stage 1: explore the problem
stage 2: discover known and unknown,
plan
stage 3 : research and share
stage 4: apply
stage 5: present
based on Mills, D (2006) Problem-based learning: An overview, available at
http://www.c-sap.bham.ac.uk/resources/project_reports/ShowOverview.asp?id=4 [accessed 5
March 2010]
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12. McLoughlin & Darvill (2006)
Part 1: trigger introduction
Search the problem
Ask each other
List what you know
Find out what the group doesn’t know
Outcomes and goals to be set
Part 2: trigger review
Review group learning
Part 3: presentation
Disseminate
http://www.sciencedirect.com/science?_ob=MImg&_imagekey=B6WNX-
4NCK23P-1-
5&_cdi=6974&_user=899537&_pii=S0260691706000621&_origin=searc
h&_coverDate=05%2F31%2F2007&_sk=999729995&view=c&wchp=dGL
bVzb-
zSkzV&md5=e5d5743a7dd6f2102fc36a75e6cdbb3f&ie=/sdarticle.pdf
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13. stage 1: Focus
stage 2: Investigate
stage 3 : Share
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14. 15

15. I facilitate team meetings/tutorials, I record what is
stimulate debate said/agreed during
make sure that everybody is meetings,
participating and that record any issues
the PBL process is used. summarise and
I also co-ordinate learning and synthesise
tasks (who does what and by
when)
I facilitate the PBL
process and
reflection, ask
open questions. I
need to
remember to step I keep track of time
back and not during
lecture! I share/read the meetings/tutorials,
problem remind team
scenario, members how
draw attention much time is left
to key elements
of the scenario
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16.  Resource intensive
 Stressful for staff and students
 Time intensive (Des Marchais, 1993)
 Covering less curriculum content 80%
(Albanese and Mitchell, 1993)
 Scenarios too ill-structured: students
disorientated (McLoughlin & Oliver, online)
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17. In your group explore the
photograph/scenario provided.
Apply the PBL approach to identify
the problem(s), define intended
learning outcomes and come up
with solutions.
stage 1: Focus
stage 2: Investigate
stage 3 : Share Assessment criteria
•Issues identified
•Solutions
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18. Think about the following:
•Could PBL features be used within your sessions?
•Could PBL be used for large-group teaching?
•Could you use it as a curriculum design approach and/or for
assessment?
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19.  Students
and facilitators to familiarise with
PBL before using it!
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20. UK Centre for Legal Education
http://www.ukcle.ac.uk/resources/teaching-
and-learning-practices/pbl/
PBL collection
http://delicious.com/chrissinerantzi/pbl
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21. Albanese M A & Mitchell S (1993) Problem-based learning: a review of literature on its outcomes and implementation
issues. Acad Med, pp. 68: 52-81.
Barrows, H S (2000) Problem-based learning applied to medical education, Southern Illinois School of Medicine: Illinois
Des Marchais, J E (1993) A student-centred, problem-based curriculum: 5 years' experience. Can Med Assoc J, pp.
1567-1572.
McLoughlin, M & Darvill, A (2007) Peeling back the layers of learning: A classroom model for problem-based learning,
in: Nurse Education Today , 27, pp. 271-277.
McLoughlin, C & Oliver, R (online) Problem-based learning (PBL):Developing learning capability through the WWW,
available at http://elrond.scam.ecu.edu.au/oliver/docs/99/ODLAA.pdf [accessed 11 February 2011]
Mills, D (2006) Problem-based learning: An overview, available at
http://www.c-sap.bham.ac.uk/resources/project_reports/ShowOverview.asp?id=4 [accessed 5 March 2010]
Savin-Baden, M, (1996) Problem-based learning: a catalyst for enabling and disablling disjunction prompting transitions
in learner stances? Ph D thesis University of London. Institute of Education
Woods, D R (1994) How to Gain the Most from PBL, Hamilton: McMaster University
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22. The LTHE Module Team
University of Salford, Academic Development Unit
Twitter @pgcap
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