Problem Based Learning

Problem Based Learning
Definition
Problem-based learning (PBL) is an instructional approach that enables learners to conduct

research, integrate theory and practice, and apply knowledge and skills in order to develop a
solution to a defined problem (Savery, 2006).
Problem-Based Learning (PBL) is a teaching method in which complex real-world problems are
used as the vehicle to promote student learning of concepts and principles as opposed to direct
presentation of facts and concepts. In addition to course content, PBL can promote the
development of critical thinking skills, problem-solving abilities, and communication skills. It
can also provide opportunities for working in groups, finding and evaluating research materials,
and life-long learning (Duch et al, 2001).
Problem based learning (PBL) is an instructional approach where students learn by solving
challenging, open-ended problems. The problems are authentic tasks and are solved in socially
and contextually based teams of students. The students rely on their current knowledge of the
problem, identify “information they need to know to solve the problem, and the strategies they
use to solve the problem” (Stanford University Newsletter on Teaching, 2001).
Principles of the Problem based learning
 A pre-requisite to learning is that students experience ownership of their learning.
 Be flexible in defining learning outcomes.
 Aim for exemplarity.
 Learners will arrive at learning outcomes through different routes.
 Learning through reflection.
 Let the students be the guide to what they do and don’t understand.
 Be a facilitator, not a teacher.
 Move facilitation style from ‘follow me’ to ‘joint experimentation’.
 Learning through social processes.
 Create the physical learning environment for problem-based learning.

 Students define their own assessment.
 Develop learner skills for problem-based.
Characteristic of the Problem based learning
 Learner-driven self-identified goals and outcomes.
 Students do independent, self-directed study before returning to larger group.
 Learning is done in small groups of 8–10 people, with a tutor to facilitate discussion.
 Trigger materials such as paper-based clinical scenarios, lab data, photographs, articles or videos
or patients (real or simulated) can be used.
 Based on principles of adult learning theory.
 All members of the group have a role to play.
 Allows for knowledge acquisition through combined work and intellect.
 Enhances teamwork and communication, problem-solving and encourages independent

responsibility for shared learning - all essential skills for future practice.
 Anyone can do it as long it is right depending on the given causes and scenario.
 It depends upon the cases and the scenario the building of curriculum lesson
 It motivates students to seek out a deeper understanding of concepts.
 It should require students to make reasoned decisions and to defend them.
 It should incorporate the content objectives in such a way as to connect it to previous

courses/knowledge.
 It needs a level of complexity to ensure that the students must work together to solve it.
 It is initial steps of the problem should be open-ended and engaging to draw students into the
problem.
 It is usually assigned to students to help them learn that concept. List the learning objectives that
students should meet when they work through the problem.
 It adding some motivation for students to solve the problem. More complex problems will
challenge students to go beyond simple plug-and-chug to solve it
 The problem needs to be introduced in stages so that students will be able to identify learning
issues that will lead them to research the targeted concepts.
Roles in Problem Based Learning
Instructor’s Role in Problem-Based Learning
The instructor identifies a problem that is purposely complex and vague yet intriguing enough to
excite students to inquire about it, do research on it and draw reasonable multiple solutions or
conclusions on the problem. The problem should be linked to course content; however, although
the problem should not be familiar to students it should be relevant to potential future use in
work environments.
 Identify a problem that is appropriate for the course and student population. The problem should
help teach students new skills they will use for a problem that would be too difficult for them to
complete on their own. State the problem in a narrative format that includes details about its
background but do not provide too much information that the students could find on their own as
they search for a solution.
 Organize students in groups that represent different skill levels and diversity in an effort to
achieve more successful team dynamics and outcomes. Find ways to engage students
collaboratively in teams. This can be achieved by having students identify their strengths and
weaknesses which will assist them as they assume different roles during the problem-solving
process.
 Provide instructional support to assist the students in building their understanding of new content
and the problem-solving process. Support should be provided from the time you present the
problem to when the teams present their solutions. Key here is support – your role will be
facilitator, coach and mentor to guide and move students from what they already know to a deep
understanding of new material.

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Problem Based Learning

Problem-based learning (PBL) is an instructional approach that enables learners to conduct

Principles of the Problem based learning

 A pre-requisite to learning is that students experience ownership of their learning.

 Be flexible in defining learning outcomes.

 Aim for exemplarity.

 Learners will arrive at learning outcomes through different routes.

 Learning through reflection.

 Be a facilitator, not a teacher.

 Move facilitation style from ‘follow me’ to ‘joint experimentation’.

 Learning through social processes.

 Create the physical learning environment for problem-based learning.

 Develop learner skills for problem-based.

Characteristic of the Problem based learning

 Learner-driven self-identified goals and outcomes.

 Students do independent, self-directed study before returning to larger group.

 Based on principles of adult learning theory.

 All members of the group have a role to play.

 Allows for knowledge acquisition through combined work and intellect.

 Enhances teamwork and communication, problem-solving and encourages independent

 It motivates students to seek out a deeper understanding of concepts.

 It should require students to make reasoned decisions and to defend them.

 It should incorporate the content objectives in such a way as to connect it to previous

Roles in Problem Based Learning

Instructor’s Role in Problem-Based Learning

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