Defining problem-based learning

The rationale of problem-based learning is simple – it encourages students to take responsibility for their own learning by providing a problem that needs solving.

Unlike traditional information driven curricula, PBL begins with a problem, often based on real facts or simulation of a real situation, and requires students to work alone and in groups to find solutions. The information, resources and skills developed come directly from the requirements and specifications of the problem.

The advantage is that real problems do not have simple solutions, and require comparison and analysis of resources, strategies and costs. As such the learner develops skills of retrieval, selection and discrimination and applies these in an holistic way.

PBL is the accepted form of learning in client- and consumer-driven disciplines such as engineering, architecture, medicine and art & design, because it mirrors the real problems that practitioners in these professions face. However, PBL is not limited to the professions. The fundamental basis of engaging learners with a problem such that they develop the skills necessary to solve it is increasingly being adopted by other disciplines, law included.

The advantage of the PBL approach over traditional models of instruction, where the tutor downloads information and students attempt to apply the information to an academic task or essay questions, is that students are elevated to the position of analyst and problem-solver and have a specific remit and deadlines to meet.

Research into student learning tells us, amongst other things, that students learn best when they perceive assessment as real and relevant, when the fear of failure is reduced and when appropriate and timely feedback is available. PBL can offer all of this.

According to Jill Armstrong of the LTSN Generic Centre, the following can be said to characterise PBL:

• using stimulus material to help students discuss an important problem, question or issue
• presenting the problem as a simulation of professional practice or real life situation
• appropriately guiding students critical thinking and providing limited resources to help them learn from defining and attempting too resolve the given problem
• having students work co-operatively as a group, exploring information in and out of class, with access to a tutor (not necessarily a subject specialist) who knows the problem well and can facilitate the groups learning process
• getting students to identify their own learning needs and appropriate use of available resources
• reapplying this new knowledge to the original problem and evaluating their processes

Boud F and Feletti G (eds) (1997) The challenge of problem-based learning London: Kogan Page, p4)

For my part, what helps me most in making sense of the PBL curriculum as opposed to other curricula is seeing that in PBL the problem comes first and the knowledge is developed as a consequence of trying to solve the problem. Traditional curricula tend to begin with transmitting the information and then proceed to solving problems by using the information.

Diagrammatically represented:

Last Modified: 4 June 2010