The document discusses Problem-Based Learning (PBL) in medical education, detailing its history from the 1950s to its widespread adoption in the 2000s. It highlights the characteristics of PBL, comparing it to traditional teaching methods, and emphasizes advantages such as enhanced student engagement but also notes challenges like assessment difficulties. PBL is defined as a student-centered approach that uses problems as a starting point for acquiring knowledge and skills.

1. Dr. Utham Murali. M.S ; M.B.A.
Dept. of Surgery
IMS / MSU
Malaysia.

2. OPENING THOUGHT

3. Contents of Discussion
• Introduction - Brief History / Definitions
• Characteristics – PBL
• Differences between TL / PBL
• Advantages & Disadvantages – PBL
• Assesment – PBL

4. Brief History
• 1950's - Integrated systems in teaching - USA - Medical School.
• 1960's - PBL introduced in Canadian Medical School.
• 1970's - Most of US and European Medical Schools adopted PBL.
• 1990's - PBL introduced in Medical Schools in UK by Manchester,
Glasgow, Liverpool Universities & also other disciplines.
• 2000 - Introduced into many other professional Schools & Colleges
throughout the world.

5. Pioneers - PBL
• PBL was pioneered in the
Medical School program at
McMaster University in
Hamilton, Ontario, Canada in
the late 1960's by Howard
Barrows and his colleagues.

6. 6
Barrows - Objectives - PBL
> Acquire an essential body of knowledge
that is retrievable and usable in all domains.
> Develop the ability to use this knowledge
effectively in the evaluation and care of
patients' health problems. (cognitive skills)
> Ability to extend and improve knowledge to
keep up to date and cope with new problems
that may arise in their professional lives.
(self-directed learning skills).
HOWARD BARROWS
1928-2011

7. Definition - PBL
" A learning method based on the principles of using
problems as a starting point for the acquisition &
integration of new knowledge " - H. Barrows.
" ... a process of acquiring understanding,
knowledge, skills and attitudes in the context of an
unfamiliar situation and applying such learning to
that situation. " - C. E. Engel.

8. Characteristics - PBL
• Learning - Student centered
• Learning - Small groups
• Teachers - Facilitators
• Problems - Stimulus - Learning
• Problems - vehicle - Clinical kills
• New information - SDL

9. Difference - TL & PBL
Lecturer Student
Content

10. Difference - TL & PBL
Lecturer Student
Content
Facilitator
Problem
Solver
Problem

11. Teacher-centeredStudent-centered
New-Innovative
Curricula
Traditional Medical
Curricula
Information gatheringProblem-based
Discipline-basedIntegrated
Hospital basedCommunity- oriented
Standard CourseElectives with core curriculum
Apprenticeship-basedSystematic
 Continuum 
S
P
I
C
E
S
SPICES

12. PBL tutorial
Active learning
Motivation
Integration
Reasoning & HOT-skills
"Deep" learning
F-S Interaction
Use - Resources
Team work
Advantages - PBL

13. PBL tutorial
Large class size
Knowledge - Un-organised
Quality - Control
Cost - wise
"Time" consuming
Inform. - Overload
Resources
Teachers - acquaintation
Disadvantages - PBL

14. Assessment - PBL
FORMATIVE
Group
Students

15. Assessment - PBL
SUMMATIVE
M.C.Q's
M.E.Q's /
E.M.Q's
OSCE's
FORMATIVE
Group
Students