Problem-based Learning

What is Problem-Based Learning?

Problem-based learning (PBL) is a curriculum and instructional innovation first adopted in medical education at McMaster University in the mid-1960s. By 1992, approximately 60 medical schools worldwide had implemented, at least in part, a problem-based learning approach in the curricula (Norman & Schmidt, 1992).

Problem-based learning has spread to other professional fields such as veterinary medicine, agriculture, natural resources, health related professions (such as occupational therapy), and educational leadership. There is also an emerging interest in problem-based approaches in public schools, particularly in the math and science areas. Applications to almost any discipline are possible.

What is problem-based learning? It is a curriculum and instructional system that is based on using real-world problems as a basis for learning knowledge and skills; and to develop reasoning and problem-solving skills.

A central feature of PBL is that the problem is presented to students prior to their having learned a basic knowledge base associated with the problem. Hence, the focus of learning is on the acquisition of new knowledge to address a problem, rather than simply applying prior knowledge to the problem (which is a case-based approach).

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What does PBL Look Like?

PBL occurs in cooperative groups of two to eight students and a facilitator. The role of the facilitator is to monitor the group process rather than being the expert or disseminator of knowledge.

We have identified twelve basic steps to the PBL learning process and its delivery:

Step 1: Explain problem-based learning

For most undergraduate students, problem-based learning formats are new, and therefore, unsettling. Taking a few minutes the first day of class to discuss why the approach being used is important.

Step 2: Establish teams

PBL learning teams in graduate and professional schools usually consist of five to eight students. For undergraduate classes two to four person teams may be more effective. Team membership can be assigned using specific criteria randomly, or by allowing students to choose their partners.

Step 3: Encountering the problem

Students are confronted with real-world scenarios that are typically called cases. The case is presented using “progressive disclosure” meaning that aspects of the case are revealed to students as they would be in real life. Because the cases are based on real-life situations, they are ill-structured, there is not meant to be one solution and as new information is gathered in an iterative process, perception of the problem, and thus the solution, changes.

Step 4: Defining the problem

Students identify the facts of the problem and then brainstorm (question, recall, and apply any relevant prior knowledge) about the nature of the problem.

Step 5: Formulating tentative hypotheses or speculations

Students formulate tentative hypotheses or speculations about the problem—what is the issue or problem here?

Step 6: Identifying learning issues

Students identify the knowledge or skills that are needed to understand and address the problem. In most cases, the instructor will have identifed specific learning issues to be addressed by students as they delve into the case. Instructor and student learning issues are distributed among group members for independent or group investigation.

[At this point, there is a break in the group meeting for students to investigate and learn about their learning issue. Students may investigate learning issues independently or the instructor may facilitate their research by identifying readings, providing data, delivering mini-lectures, etc.]

Step 7: Applying newly gained knowledge to the problem

Each student teaches the other members of the PBL group the learning issue. The group then applies the new knowledge gained from the independent investigations to the problem. Learning issue reports or presentations may be used as assessment tools to measure student learning on specific topics.

Step 8: Summarizing what has been learned

Students summarize what has been learned and re-analyze the problem. They re-visit the tentative hypotheses or speculations in the context of the new knowledge.

Step 9: Identifying the solution

Students identify a solution for the problem. Case resolutions may be presented informally within groups, formally as oral reports, or written (individually or as teams).

Step 10: Evaluating information sources and the process

Students evaluate the information sources that they used for independent investigation, and discuss and evaluate the group process (e.g., individual student’s contributions, etc.)

Step 11: Debrief the case with students

Students, especially undergraduates, typically will want to discuss the relative merits of different solutions, justifications, etc. made by different teams. And, they often want to hear the instructor’s view of the case and its resolution. It is important that the instructor’s view not be presented as the only right solution.

Step 12: Generalize the learning from the case experience

By discussing how general principles were applied in the specific case the students’ ability to transfer information and thinking from one context to another can be enhanced. Asking questions about how the solution would change if certain conditions or assumptions were changed can help students see how concepts can be transferred. This can prevent students, especially undergraduates, from learning the case outcome as some universal truth.

To re-cap, the basic characteristics of PBL are:

Learning that is based on real-life situations organized as cases.
Cases are characterized by “progressive disclosure.”
Students come in “cold” to the first PBL session— knowledge and skills are learned in the context of the case.
Students determine learning issues for independent investigation.
The instructor is a facilitator and not an expert, except in the process.

What is the role of the student in PBL?

In a PBL group, each student should:

Actively participate in the small group process and steps of the PBL process.
Question and contribute any relevant knowledge he/she has.
Take responsibility for independent investigation tasks.
Teach the knowledge/skills gained in the independent investigation to the group.
Treat other group members with courtesy, respect, and cooperation.
Participate in a constructive way in evaluating the process.

What is the role of the instructor/facilitator in PBL?

The facilitator should:

Identify learning objectives (e.g., content information, thinking skills) before constructing the case.
Develop open-ended cases that create meaningful contexts for learning.
Monitor and keep the PBL process on track.
Help students re-focus if they go off on tangents.
Probe students’ understandings of concepts discussed.
Ask for elaboration if necessary.
Probe rationales for tentative hypotheses and challenge students to refine hypotheses if necessary.
Facilitate the group’s evaluation of the process.

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For more information:

Books

Duch, B., Groh, S., & Allen, D. (Eds.) (2001). The Power of PBL. Sterling, VA: Stylus Publishing.

Wilkerson, L., & Gijselaers W. (Eds,) (1996). Bringing Problem-Based Learning to Higher Education: Theory and practice. San Francisco, CA: Jossey-Bass Publishing.

Online Resources

Information about processes and characteristics of PBL, also a resource link http://www.samford.edu/pbl

Information about processes and characteristics of PBL, sample problems, and a clearinghouse for collections of PBL cases, etc. http://www.udel.edu/pbl

Contributed by Julie Caplow (Associate Professor, Department of Information Science and Learning Technologies) and Mark Ryan (Professor, Department of Fisheries and Wildlife).

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