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What is Problem Based Learning
Problem Based LearningThis article is a collaborative effort derived from some online group work done at City University. Those involved were Anne Smithies, Ruth Simons, Barbara Daniel, Shalni Gulati, and myself (obviously): each contributed one of the individual sections. Ruth Simons did the original compilation which I have further reformatted and edited slightly for inclusion here. |
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For a consideration of Problem Based Learning it is interesting to start with a definition offered by the McMaster Medical School, Canada, which is the acknowledged origin of contemporary work in the area [1]:
Another definition offered by James Rhem at the National Teaching and Learning Forum is that PBL is [2]:
Diana Jones of San Diego State University DCDPBL Institute offers a useful explanation describing PBL as [3]:
And that [3]:
General consensus seems to converge around the idea that PBL is a problem oriented, self directed form of discovery learning used in small group scenarios with facilitation rather than instruction as the key input from tutoring staff. There is also an implication that the learning of how to solve problems is as much a desired outcome as the solution itself. This, it is suggested, better equips students to deal with real problems that arise in later life or work [4].
PBL has been predominantly used in Higher Education, particularly in Medicine. Samford University Center for PBL propose that PBL can be used [5]:
They cite the following characteristics [6]:
The modus operand for PBL is described succinctly by Rhem as the following [2]:
Samford defines the process as [7]:
The key emphasis here is on the change of role for the student. Instead of
passively receiving instruction (as in objectivist learning) they are actively
constructing their knowledge and understanding of the situation and it's components,
in a group, rather than individual, environment.
The role of the tutor is similarly changed, instead of instructing students
or distributing knowledge and information, the tutor is instead facilitating
the learners progress by posing [2]:
Interestingly, Samford does not, in the above process, describe any role being played by a tutor or facilitator. McMasters actually suggest that tutorial facilitation may not always be necessary and in fact suggests the use of tutorless groups where [1]:
Problem based learning can be traced back to Socrates (c.469-399 BC) who believed that self-education or self-discovery was the only true way to learn[8].
In 1910 John Dewey said [9]:
In the 1950s Case Western Reserve University pioneered pedagogy whereby they incorporated instructional methods and strategies into a multidisciplinary laboratory [10].
1965: the Faculty of Health Sciences at the McMaster University Medical School, Canada are considered to be the founders of PBL (introduced as a tutorial method) [11].
In the 1980s the Maastricht Faculty of Medicine became the second in the world to implement Problem Based Learning as the dominant educational strategy in medical education. The school has since enriched its approach with other additions including a progress test and a clinical skills training programme for undergraduates.
Teaching method soon adopted by medical schools of other universities including Newcastle (Australia), University of New Mexico, Harvard, etc.. 80% of medical schools now use the method.
PBL first evolved as a descriptive rather than analytical process [12]. The structure of PBL was further developed by San Diego State University during the 1990s, and this work now serves as the basis for the curriculum in many university faculties [13].
Howard Burrows—considered one of the 'fathers' of PBL—working at the Medical School at Southern Illinois University develops PBL workshops and demonstrations for teachers within schools, universities, and professional schools wanting to adopt PBL methodology [14].
In 1998 Pew Charitable Trusts donate $600,000 each to Samford University, Alabama and the University of Delaware to investigate "restructuring traditional instruction along problem-based lines". Thomas Corts of Samford University states that PBL is [15]:
The Internet, email, dedicated PBL journals, conferences, and books have facilitated the widespread use of PBL in schools and undergraduate programs. There is perceived to be a need to manage the 'information explosion' which can no longer be covered by traditional teaching methods. At the same time, employers and students call for greater accountability [14].
To look at the benefits of Problem Based Learning it is necessary to review where it differs from traditional (or objectivist) learning [16]:
The benefits of PBL for the learner are a way of perceiving that which engages
them in curiosity and stimulation. This can bring about motivation by questioning,
searching and finding solutions within the real world. This kind of learning
allows student to seek solutions in a safe environment, it allows for critical
thinking in a group activity and it can provide opportunity for growth with
learners seeing and observing others.
With all benefits there is a desirable outcome – the approach taken by
Robbs and Meridith list these as:
It can also be noted that the benefits can be attained at any given time,
ie a learner who undertakes a single study course of PBL experience may enhance
the emotional well-being of the participant and the quality of the learning
environment, as expressed by the learners [17].
Students learn to resolve problems in a group; identifying the problem, asking
questions on areas that they do not understand and designing a way of resolving
the problem by gathering information to the possible solution/outcome. Students
also develop problem-solving skills, the ability to self direct their learning,
their use of resources, presentation leadership skills, teamwork and team
building and proactive thinking. These skills play an active role when they
enter the work place.
In order that the benefits of PBL be realised it is necessary to be aware
of the issues that can cripple the process [18]:
This particular area was one which groups often identify as being a key issue for practitioners of problem based learning and one which still needs to be researched and worked on to find satisfactory solutions to the challenges it creates. Accordingly the next section of this summary looks at the current thinking in assessment in more detail.
The way in which assessment schemes are designed and implemented within any learning environment is absolutely crucial to its success: it is widely recognised that assessment drives student behaviour [19,20,21]. An effective design scheme should include at least the following considerations:
1. Clearly define your goals and objectives: What are we trying to assess? Make sure that the skills or attributes you wish to measure are actually those tested. This is called the validity of the assessment. Is the result accurate and will we get the same spread of results if tested on an equivalent group of learners? This is called the reliability of the assessment [22].
2. Strategy: Throughout the course different types of assessment will be needed and an early decision will need to be made about overall strategy [23]:
3. Techniques: It is generally considered that traditional assessment techniques are too limited to accurately measure the learning that takes place within PBL, so the range of techniques used is very wide, with many hybrid schemes incorporating both written and practical elements (21,22):
The range, type, and particular design of appropriate assessments will be largely dependent upon the subject domain. Within PBL there is also a wide use of self-assessment, peer assessment, and tutor assessment techniques within the context of group-based work. In these cases, the collection of relevant and timely evidence is considered crucial [22].
4. Determine Criteria and Marking Systems: There are two basic methods for determining marking criteria:
It is generally considered that PBL is best suited to criteria referenced
marking [24]. The high incidence of group work does not
favour competitive marking schemes. Particularly when peer- and self-assessment
may be part of the course these matters may have important repercussions on
behaviour within groups and on final grades [25].
No matter what decisions are taken here, it is vital that criteria and marking
schemes are made public.
5. Online Learning: There are particular issues that relate to online assessments, whether a PBL pedagogy is adopted or not:
Literature and experiential evidence suggests that difficulties in PBL implementation
are mainly due to the changes in students & tutors roles.
Due to the seemingly apparent benefits of this constructivist approach the
Health and Nursing Faculty (of which one of the group preparing this report
is a member) is trying to implement PBL head-on. Progress so far suggests
that students do not want to take on self-directed study, nor are the tutors
fully aware of how their roles are changing. Changes in the role of tutors
& increased time demands placed in planning PBL curriculum is one of the
major issues impeding PBL development.
Engel defines integrated, cumulative, and progressive learning as the important
components of PBL [30]. These components can only be
included through collaborative planning & teaching and in an environment
where the different subject tutors are able to look beyond their subject expertise.
This is a challenge for tutors in an environment where collaborative working
is not a norm. There is a need for a faculty wide organisational, cultural,
and strategic change to ensure subject expertise is equally valued and shared
during curriculum planning, time-tabling, implementation & evaluation
of learning.
In the experience of the group member, many tutors have found it difficult
to adapt to the facilitative role during PBL sessions and have instead delivered
mini-lectures. Vernon & Blake state that tutors in favour of traditional
lecturing methods raise concerns over the breadth of content covered during
PBL sessions [31].
On the other hand some students feel they are still getting lectures from
teachers when they are supposed to be in discussion groups, and others feel
that PBL is a way of tutors "cutting down on the work they have to do
because all they do is facilitate". Schmidt et al have found this
common amongst most first year undergraduates, who do not want to take initiatives
for self-directed study [32].
Another factor that questions the viability of PBL in the faculty is the approach
to assessment. (see above). During curriculum development it appears that
validation bodies continue to accept and recognise summative assessments as
the key format. Creative measures need to be developed to ensure students'
contributions and the learning process form a part of the assessment. Although
critical thinking is assessed, the format of feedback on developing the critical
thinking skills remains rather objective.
Further issues that impede PBL development are the limited numbers of classrooms,
tutors, and resources (particularly those relating to ICTs).
Conclusion
Many of the above issues are a reality not just for the nursing faculty in
this example but for most higher educational faculties. Therefore to proceed
with PBL in any educational setting lessons need to be learned from current
and previous experiences.
Whilst the benefits of Problem Based Learning are widely accepted there are
still further challenges which need to be resolved by the administrators,
educators and students of the future. As long as these areas are dealt with
all the above benefits can be attained.
