PROBLEM BASED LEARNING /
COMPETENCE BASED LEARNING
INTRODUCTION:
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).
PBL can be incorporated into any learning situation. In the strictest definition of PBL, the
approach is used over the entire semester as the primary method of teaching. However, broader
definitions and uses range from including PBL in lab and design classes, to using it simply to start a
single discussion. PBL can also be used to create assessment items. The main thread connecting these
various uses is the real-world problem.
DEFINITION:
PBL is both a curriculum and a process. The curriculum consists of carefully
selected and designed problems that demand from the learner acquisition of critical
knowledge, problem-solving proficiency, self-directed learning strategies and team
participation skills. The process replicates the common used systemic approach to
resolving problems or meeting challenges that are encountered in life and career
Problem-based learning (PBL) is a student-centered pedagogy in which students learn about
a subject through the experience of solving an open-ended problem found in trigger
material. This includes knowledge acquisition, enhanced group collaboration and
communication.
Problem-based learning (PBL) is a student-centered pedagogy in which students learn about
a subject through the experience of solving an open-ended problem found in trigger
material. This includes knowledge acquisition, enhanced group collaboration and
communication.
Problem-based learning (PBL) is a student-centered pedagogy in which students learn about
a subject through the experience of solving an open-ended problem found in trigger
material. This includes knowledge acquisition, enhanced group collaboration and
communication.
Problem-based learning (PBL) is a student-centered pedagogy in which students learn about
a subject through the experience of solving an open-ended problem found in trigger
material. This includes knowledge acquisition, enhanced group collaboration and
communication.
Problem based learning is the basic human learning process that allowed primitive man to
survive in his environment.
-Barrows and Tamblyn (1980)
Problem based learning (PBL) is an instructional approach which enables learners to
simultaneously develop problem solving strategies, disciplinary knowledge, and research skills. Students
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become active problem solvers confronted with an ill-structured problem which mirrors real world
problems.
-Bob Harrison
GOALS OF PROBLEM BASED LEARNING:
Construct an extensive and flexible based knowledge.
Foster increased intension of knowledge
Develop effective problem-solving skills
Develop self-direction, lifelong learning skills
Become effective collaborators.
Strengthens student’s intrinsic motivation to learn.
Develop an ability to identity relevant health problems
Acquire the knowledge base necessary to define the health problem of the patient.
Reinforce the development of effective clinical reasoning process.
Recognize, develop and maintain the personal characteristics and attitude.
CHARACTERISTICS OF PROBLEM BASED LEARNING:
Learning is driven by challenging, open ended problems. Problems are the vehicles for the
development of problem solving skills.
Learning is student centered.
Student works in small collaborative groups.
Teachers take on the role as facilitators or guides of learning
New information is acquired through self-directed learning.
PRINCIPLES OF PROBLEM BASED LEARNING:
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principles of this process are listed below:
1. Learner-driven self-identified goals and outcomes
2. Students do independent, self-directed study before returning to larger group
3. Learning is done in small groups of 8–10 people, with a tutor to facilitate discussion
4. Trigger materials such as paper-based clinical scenarios, lab data, photographs, articles or videos
or patients (real or simulated) can be used
5. The Maastricht 7-jump process helps to guide the PBL tutorial process
6. Based on principles of adult learning theory
7. All members of the group have a role to play
8. Allows for knowledge acquisition through combined work and intellect
9. Enhances teamwork and communication, problem-solving and encourages independent
responsibility for shared learning - all essential skills for future practice
10. Anyone can do it as long it is right depending on the given causes and scenario
COGNITIVE EFFECTS OF PROBLEM-BASED LEARNING:
Initial analysis of the problem and activation of prior knowledge through small group discussion.
Elaboration on prior knowledge and active processing of new information.
Restructuring of knowledge.
Social knowledge construction.
Learning to context.
Stimulation of curiosity related to presentation of a relevant problem.
PROBLEM BASED LEARNING WILL PROVIDED WITH OPPORTUNITIES TO:
o Examine and try out what you know.
o Discover what you need to learn.
o Develop your people skills for achieving higher performance in teams.
o Improve your communication skills
o State and defend positions with evidenced and sound argument
o Become more flexible in processing information and meeting obligations.
o Practice skills that you will need after your education.
COMPONENTS OF PROBLEM BASED LEARNING:
Non-lecture format-and teacher acting as a facilitator.
Presentation of real world situation or problem from ordinary life.
Group work and group discussion
Student – directed solution of the selected problem.
STEPS OF PROBLEM BASED LEARNING:
Step 1:
Gather necessary information; learn new concepts, principles, and skills about the proposed topic
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Step 2:
Individual students and groups list what they already about the scenario and list what areas they
are lacking information.
Step 3:
Frame the problem in a context of what is already know and information the students expect to
learn.
Step 4:
Find resources and information that will help create a compelling argument.
Step 5:
List possible actions and solutions to the problem, formulate and test potential hypotheses.
Step 6:
Clearly state and support your conclusion with relevant information and evidence.
Step 7:
Often forgotten, this is a crucial step in improving your problem solving skills. Students must
evaluate their performance and plan improvement for the next problem.
roblem based learning (PBL) is a teaching strategy during which students are trying
solve a problem or a set problems unfamiliar to them. PBL is underpinned by a
constructivist approach, as such it promotes active learning. Activities are carried out with
groups of students, typically in a tutorial or seminar setting
PBL is an appropriate curriculum and instructional approach because it:
Requires students to be more engaged in learning
Offers students an obvious answer to the questions "Why do we need to learn this information?"
and "Does what I am doing in school have to do with anything in the real world?"
Stimulates critical and creative thinking by suspending the guessing game of "What’s the right
answer the teacher wants me to find?"
Promotes self-regulated learning by asking students to generate their own strategies for problem
definition, information gathering, data-analysis, hypothesis-building and hypothesis-testing
Promotes metacognition by encouraging students to compare and share learning strategies.
Engages students in learning information in ways that are similar to adult learning situations
Assesses learning in ways which demonstrate understanding and not mere rote recall
PROBLEM BASED LEARNING CYCLE:
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The PBL cycle starts with applying (planning effective use of learning).
The second step is experience (activity phase)
The third step is involves sharing (exchanging reactions and observations)
The fourth step is processing (discussing patterns and dynamics)
The fifth step is relate to generalizing (developing and real world principles)
STUDENTS ROLES:
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Students have to assume a high degree of responsibility for our education through effective self
learning working with other and setting relevant goals for themselves and the group as a whole.
Students will be able to presents demonstration of their learning achievements.
GROUP MEMBERS ROLES:
1. Active participation
2. Active listening
3. Asking questions
4. Answering
5. Giving information
6. Make decision
COMMON DIFFICULTIES IN PBL IN GROUP:
Unprepared for the tutorial
Not given enough time by others team members
The dominating groups members
The groups that keep storming
ADVANTAGES OF PROBLEM BASED LEARNING:
PBL method is active and cooperative learning, the ability to think critically and clinical reasoning.
It stimulates the students to use of skills of inquiry and critical thinking, poor evaluation.
It increasing ability to apply knowledge in critical situations.
It increases student responsibility for self directed peer learning.
It helps in developing flexible knowledge that can be applied to different contents.
This learning methods helps in developing long time learning skills.
It encourages students to work in teams or group, there by facilitating group dynamics.
Development of effective self directed learning skills and increased students- faculty interactions is
facilitating.
Promote collaborative learning
Moves learning from a positive activity to an active activity learning becomes the act of discovery.
DISADVANTAGES OF PROBLEM BASED LEARNING:
It is very difficult and expensive to use as a teaching technique, when the class size is large.
Students require orientation to perform the role of a learner in PBL settings.
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Evaluation is quite difficult and sometimes may be subjective.
Resource expensive
Staff and students may be initially uncomfortable with PBL because they are used to subject based
learning and they do not really understand how to proceed in PBL.
Measurement of learning outcomes is difficult.
CONCLUSION:
A problem based learning is only as effective as the process used to identify the competencies.
When little or no attention is given to identification of the essential job skills, then the resulting training
course is likely to be ineffective.
REFERENCES:
1. H.S. Barrows Problem-based learning in medicine and beyond: a brief
overview. Wilkerson, H. Gilselaers (Eds.), Bringing problem-based learning to higher education:
Theory and practice, Jossey-Bass Inc, San Francisco, CA (1996)
2. T. Barrett, S. Moore New Approaches to Problem-based Learning, Routledge, London (2010)
3. P. Schwartz, S. Mennin, G. Webb Problem-based Learning: Case Studies, Experience and
Practice Kogan Page, London (2001)
4. B T Basavanthappa, Nursing education(2003), 1st edition, Jaypee brothers medical publishers,
page no:223-225
5. https://www.scribd.com/document/456995190/LESSON-PLAN-ON-PBL
6. https://www.scribd.com/document/547372018/Competency-Based-Learning
