Problem-based learning


Problem-based learning is a teaching method in which students aim to learn about a subject through the experience of solving an open-ended problem found in trigger material. The PBL process does not focus on problem solving with a defined solution, but is designed for the development of other skills and attributes. This includes knowledge acquisition, enhanced group collaboration and communication.
The PBL process was developed for medical education and has since been used for other programs of learning. The process aims to allow for learners to develop skills used for their future practice.
The PBL tutorial process often involves working in small groups of learners. Each student takes on a role within the group that may be formal or informal and the role often alternates. It is focused on the student's reflection and reasoning to construct their own learning.
The Maastricht seven-jump process involves clarifying terms, defining problem, brainstorming, structuring and hypothesis, learning objectives, independent study and synthesising. In short, it is identifying what they already know, what they need to know, and how and where to access new information that may lead to the resolution of the problem.
The role of the tutor within the process is to facilitate learning by supporting, guiding, and monitoring the learning process. The tutor aims to build the confidence of a student to address problems, while also expanding their understanding. This process is based on constructivism. PBL has been described as a paradigm shift from traditional teaching and learning philosophy, which is more often lecture-based.
The constructs for teaching PBL may be different from traditional classroom or lecture teaching in a lecture style.

Meaning

Wood defines problem-based learning as a process that uses identified issues within a scenario to increase knowledge and understanding. The 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 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
The Maastricht 7-jump involves seven steps, which are:
  1. discuss the case and make sure everyone understands the problem
  2. identify the questions that need to be answered to shed light on the case
  3. brainstorm what the group already knows and identify potential solutions
  4. analyse and structure the results of the brainstorming session
  5. formulate learning objectives for the knowledge that is still lacking
  6. do independent study, individually or in smaller groups: read articles or books, follow practicals or attend lectures to gain the required knowledge
  7. discuss the findings

    History

The PBL process was pioneered by Barrows and Tamblyn at the medical school program at McMaster University in Hamilton in the 1960s. Traditional medical education disenchanted students, who perceived the vast amount of material presented in the first three years of medical school as having little relevance to the practice of medicine and clinically based medicine. The PBL curriculum was developed in order to try to stimulate learning by allowing students to see the relevance and application to future roles. It has been described as aiming to maintain a higher level of motivation towards learning, and show the importance of responsible, professional attitudes with teamwork values. The approach focuses on driving interest by allowing for selection of problems that have real-world application.
Problem-based learning has subsequently been adopted by other medical school programs adapted for undergraduate instruction, as well as K-12. The use of PBL has expanded from its initial introduction into medical school programs to include education in the areas of other health sciences, math, law, education, economics, business, social studies, and engineering. PBL approaches problems through a method that allows them to be solved in many different ways depending on the initial identification of the problem and may have more than one solution.
In 1974, Aalborg University was funded in Denmark and all the programs were based on PBL. The UNESCO Chair in Problem-Based Learning in Engineering Education is at Aalborg University. Currently its roughly 20,000 students still follow PBL principles.

Advantages

There are advantages of PBL. It is student-focused, which allows for active learning and better understanding and retention of knowledge. It also helps to develop life skills that are applicable to many domains. It can be used to enhance content knowledge while simultaneously fostering the development of communication, problem-solving, critical thinking, collaboration, and self-directed learning skills.
PBL may position students to optimally function using real-world experiences. By harnessing collective group intellect, differing perspectives may offer different perceptions and solutions to a problem. Following are the advantages and limitations of problem-based learning.

Enhance student-centred learning

In problem-based learning the students are actively involved and they like this method. It fosters active learning, and also retention and development of lifelong learning skills. It encourages self-directed learning by confronting students with problems and stimulates the development of deep learning.

Upholds lifelong learning

Problem-based learning gives emphasis to lifelong learning by developing in students the potential to determine their own goals, locate appropriate resources for learning and assume responsibility for what they need to know. It also greatly helps them better long term knowledge retention.

Prominence on comprehension not facts

Problem-based learning focuses on engaging students in finding solutions to real life situations and pertinent contextualized problems. In this method discussion forums collaborative research take the place of lecturing.

In-depth learning and constructivist approach

PBL fosters learning by involving students with the interaction of learning materials. They relate the concept they study with everyday activities and enhance their knowledge and understanding. Students also activate their prior knowledge and build on existing conceptual knowledge frameworks.

Augments self-learning

Students themselves resolve the problems that are given to them, they take more interest and responsibility for their learning. They themselves will look for resources like research articles, journals, web materials, text books etc. for their purpose. Thus it equips them with more proficiency in seeking resources in comparison to the students of traditional learning methods.

Better understanding and adeptness

By giving more significance to the meaning, applicability and relevance to the learning materials it leads to better understanding of the subjects learnt. When students are given more challenging and significant problems are given it makes them more proficient. The real life contexts and problems makes their learning more profound, lasting and also enhance the transferability of skills and knowledge from the classroom to work. Since there is more scope for application of knowledge and skills the transferability is increased. It will be also very helpful to them not only to visualise what it will be like applying that knowledge and expertise on their field of work or profession.

Reinforces interpersonal skills and teamwork

Project based learning is more of teamwork and collaborative learning. The teams or groups resolve relevant problems in collaboration and hence it fosters student interaction, teamwork and reinforces interpersonal skills. like peer evaluation, working with group dynamic etc. It also fosters in them the leadership qualities, learn to make decision by consensus and give constructive feed back to the team members etc.

Self-motivated attitude

Researchers say that students like problem-based learning classes rather than the traditional classes. The increase in the percentage of attendance of students and their attitude towards this approach itself makes it very clear that they are self-motivated. In fact it is more fascinating, stimulating and one of the good learning methods because it is more flexible and interesting to students. They enjoy this environment of learning for it is less threatening and they can learn independently. All these aspects make students more self-motivated and they pursue learning even after they leave the school or college.

Enriches the teacher-student relationship

Since the students are self-motivated, good teamwork, self-directed learning etc. the teachers who have worked in both traditional and project based learning formats prefer project based learning. They also feel that problem-based learning is more nurturing, significant curriculum and beneficial to the cognitive growth of the student.

Higher level of learning

The PBL students score higher than the students in traditional courses because of their learning competencies, problem solving, self-assessment techniques, data gathering, behavioral science etc. It is because they are better at activating prior knowledge, and they learn in a context resembling their future context and elaborate more on the information presented which helps in better understanding and retention of knowledge. In medical education, PBL cases can incorporate dialogue between patients and physicians, demonstrate the narrative character of the medical encounter, and examine the political economic contributors to disease production. PBL can serve as a platform for a discursive practices approach to culture that emphasizes the emergent, participant-constructed qualities of social phenomena while also acknowledging large-scale social forces.