Problem-based learning (PBL) is a student-centered approach that uses clinical problems to stimulate learning. Students define their own learning needs, conduct self-directed research, integrate theory and practice, and develop solutions. In contrast to traditional curricula, PBL is integrated, systems-based, and focuses on applying knowledge to clinical problems rather than first acquiring basic sciences. Proponents argue that PBL better prepares students for medical practice by making learning more relevant and promoting long-term retention through self-directed, context-based study of real problems.

1. PROBLEM-BASED
LEARNING

2. Teacher-centered
Student-centered
New-Innovative
Curricula
Traditional
Medical Curricula
Information gathering
Problem-based
Discipline-based
Integrated
Hospital based
Community-based
Standard
Elective
Apprenticeship-based
Systematic
 Continuum 
S
P
I
C
E
S
SPICES

3. what is it?

4. Definition of PBL
An instructional student-centered approach which
uses carefully constructed clinical problems as
a context for students to: define their learning
needs, conduct self-directed enquiry, integrate
theory and practice, and apply knowledge and
skills to develop a solution to a defined
problem.

5. The case serves as a stimulus
for learning

6. WHAT IS PROBLEM-BASED
LEARNING, AND HOW
DOES IT DIFFER FROM
PROBLEM SOLVING?

7. Problem-solving vs. problem-based
learning
- different but inter-related -
Problem-solving: arriving at decisions
based on prior knowledge and
reasoning
Problem-based learning: the process of
acquiring new knowledge based on
recognition of a need to learn

9. PROBLEM SOLVING PROBLEM-BASED
LEARNING
Educational strategy Traditional discipline-based Integrated systems-based
Main characteristics - The focus is on
preparatory learning prior to
exposure to the problem.
- The staff set the problems
(case history problems in a
primarily lecture- based
format), and students
attempt to resolve them
using previously taught
curricular content.
- The problem comes first
without advance readings,
lectures, or preparation.
- The problem serves as a
stimulus for the need to know.
- Based on their own prior
knowledge and the identified
gaps in that knowledge,
students determine the
learning issues within their
own group. They then identify
and use a variety of learning
resources to study these
issues and return to the group
to discuss and share what
they have learned.

10. PROBLEM SOLVING PROBLEM-BASED
LEARNING
Role of the teacher Content expert Tutor/Facilitator
Learning environment Passive, teacher-centered Learning becomes
dependent upon the self-
directed efforts of the small
group. This method creates
a more active, student-
centered learning
environment
Who is responsible for
directing the learning
activities
Teacher The student decides what
he/she needs to learn

11. Rationale for introducing PBL
into the undergraduate curricula
 The rationale for PBL lies in its
comparability with modern
educational principles. Its
approach is based on
principles of adult education
and self-directed learning.
Principles of adult learning
Adults are motivated by learning
that:
• Is perceived as relevant
• Is based on, and builds on, their
previous experiences
• Is participatory and actively
involves them
• Is focused on problems
• Is designed so that they can take
responsibility for their own learning
• Can be immediately applied in
practice
• Involves cycles of action and
reflection
• Is based on mutual trust and
respect

12. It differs fundamentally from our
traditional curricula, in which students:
Preclinical phase (years 1-3) acquire "background" knowledge
of the basic sciences
Clinical phase (years 4-6)
apply this knowledge to the
diagnosis and management of
clinical problems

13. This traditional approach has been
criticised for a number of reasons:
 Many existing curricula fail to meet the needs of
current and future doctors
 It creates an artificial divide between the basic and
clinical sciences
 Time is wasted in acquiring knowledge that is
subsequently forgotten or found to be irrelevant
(The acquisition and retention of information that
has no apparent relevance can be boring and even
demoralising for students)
 Application of the acquired knowledge can be
difficult

14.  The educational objectives of PBL address
many of the perceived problems in
traditional medical curricula
 Its possible advantages over traditional
approaches include: its greater relevance to
the practice of medicine, its ability to
promote retention and application of
knowledge, and its encouragement of self-
directed life-long learning

15.  Course material is usually systems-
based Integration of basic
and clinical sciences

16. Example
When studying PBL cases relating to CVS,
students learn about:
 Normal bodily structure and function
 The clinical features, diagnosis and management of
common CVDs
 Furthermore, they learn to take a relevant clinical
history and to physically examine the CVS

17.  Knowledge is acquired in context and builds on
what is already known
 These facets aid knowledge retention, add interest
and increase motivation to learn
 Students continually explore their knowledge,
identify both their personal learning needs and
strategies required to address them. This process
helps to develop skills for life-long learning

18. Efficacy and advantages of PBL

20. PBL: the claims and the evidence