2. Introduction
■ Problem-based learning (PBL) as a teaching strategy and
curricular design began over more then fifty years ago at
McMaster University in Canada.
■ The PBL process was pioneered by Barrows and Tamblyn at
the medical school program at McMaster University in Hamilton in
the 1960s
■ PBL reverses the traditional approach to teaching and learning
■ It starts with individual examples or problem scenarios which
stimulate student learning
3. How it is started
■ Problem-based learning did not appear out of the blue but had several
precursors:
First in the work of Dewey who established an experimental school at the
University of Chicago based on the idea that learning is more interesting if
the learner is actively involved in his own learning
The second source of influence was the Case Study Method pioneered at
Harvard University in the 1930s of the previous century.
The third source of influence to be described is Jerome Bruner’s “learning by
discovery” from which the idea that a problem could be the starting point for
learning originated
4. How it works?
■ PBL is both a curriculum and a process
As a curriculum
It consists of carefully selected and designed problems that demand
from the learner`s acquisition of critical knowledge, Problem solving
proficiency, self-directed learning strategies, and team participation
skills.
As a process
It replicates the commonly used systemic approach to resolving
problems or meeting challenges that are encountered in life and
career
5. As an Instructional strategy
■ Problem-based learning (PBL) is an instructional method that
challenges students to "learn to learn," working cooperatively in
groups to seek solutions to real world problems
■ These problems are used to engage students' curiosity and initiate
learning the subject matter
■ PBL prepares students to think critically and analytically, and to
find and use appropriate learning resources
■ PBL can be used as a framework for modules, courses, programs,
or curricula
6.
7. Advantages
Facilitates the acquisition of basic competences
It encourages a deep approach to learning
It prepares students for the adult learning approach they need for
a lifetime of learning in the health care professions
PBL helps in curriculum planning by developing core knowledge
Ensuring relevance of content
Integrating student learning and providing them with model cases
8. Disadvantages
■ Students may fail to develop an organized framework for their
knowledge
■ Student Unpreparedness. .
■ Time-Consuming Assessment.
■ It may inhibit good teachers sharing their enthusiasm for their topic
with students and student identification with good teachers
■ Teachers may not have the skills to facilitate PBL
■ Inadequate resources
9. Characteristics of a Problem-based
Activity
■ An ill structured, complex problems provide the focal point(s) and
stimuli for the learning process
■ Learning is student-centered
■ Teacher acts as a coach or facilitator.
■ Students work in small groups to solve/provide multiple solutions
to problems
■ Learner assessment is enhanced by self and peer assessment.
10. Enhance students’ achievement of
Application of problem solving in new and future situations
Creative and critical thought
Adoption of holistic approach to problems and situations
Successful team collaboration
Identification of learning weaknesses and strengths
Promotion of self-directed learning
Effective communication skills
Leadership skills
11. It helps student in
Construct an extensive and flexible knowledge base
Develop effective problem-solving skills
Develop self-directed, lifelong learning skills
Become effective collaborators
Become intrinsically motivated to learn.
13. Approaching the Problem(s)
■ 1. Introducing the concept and rationale for use of a PBL problem
within the course/ module/unit
■ 2. Setting the stage.
a. Roles and responsibilities of the various group members.
b. In PBL, the recommended group size is from 4to 6 students. Each student
can take (and hopefully rotate) the role of leader / encourager, reporter /
skeptic, animator / presenter and recorder / scribe.
14. 4.Encountering and working on the
problem
Hypotheses Information Learning
Issues
Action Plan Evaluation
Brainstorming What data do
you have?
List of what is
needed to
acquire
additional data
and complete
the problem.
Activities
needed to be
done in order
to complete the
problem.
Is the problem
solved?
Does the
process need
to be repeated?
15. 4. Self-directed study
5. Problem follow-Up
a. Resources identified and evaluated
b. Summary of problem
c. Reassessment of problem
6. Group evaluation
16. 7. Knowledge abstraction and summary
a. Definitions, concepts, abstractions & principles outlined
b. Diagrams, lists, concept maps, flow charts generated
8. Self and peer assessment
9. Facilitator assessment
