AMEE Medical Education Guide No. 15: Problem-based learning: a practical guide

This practical guide for health professions teachers provides a perspective of one of the most important educational developments in the past 30 years . Problem-based learning (PBL) is a continuum of approaches rather than one immutable process. it is a teaching method that can be included in the tea cher's tool-kit along with other teaching methods rather than used as the s ole educational strategy PBL reverses the traditional approach to teaching and learning. It starts with individual examples or problem scenarios which stimulate student learning. In so doing, students arrive at general princi ples and concepts which they then generalize to other situations. PBL has m any advantages. Ir facilitates the acquisition of generic competences, enco urages a deep approach to learning and prepares students for the adult lear ning approach they need for a lifetime of learning in the health care profe ssions. It is also fin. PBL helps in curriculum! planning by, defining core , ensuring relevance of content, integrating student learning and providing prototype cases. There are also drawbacks associated with PBL. Students ma y fail to develop an organized framework for their knowledge. The PBL proce ss may inhibit good teachers sharing their enthusiasm for their topic with students and student identification with good teachers. Teachers may, not h ave the skills to facilitate PBL. The problem scenario is of crucial signif icance. It should engage the students' interest and be skilfully written. W hile the medium selected for presentation of the scenario is usually print, other media may be used The clinical tasks carried out by the strident may replace the problem scenario as the focus for learning. Students are suppo rted during the PBL process by tutors and/or study guides. The amount of su pport required is inversely, related to the students' prior learning and un derstanding of the PBL process. A range of additional learning resources an d opportunities may be made available to the students, including textbooks, videotapes, computer-based material, lectures and clinical sessions, Tutor s require group facilitation skills, an understanding of the PBL process an d knowledge of the course and of the curriculum in general. They need speci al personal qualities and it is preferable if they have expertise ill the c ontent area. While special assessment processes have been developed to asse ss students learning by the PBL method, the general principles of assessmen t apply to PBL courses and a mixed menu Of assessment methods needs to be e mployed. Curriculum design involves a skilful blend of educational strategi es designed to help students achieve the curriculum outcomes. PBL may make a valuable contribution to this blend but attention needs to be paid to how it is implemented.