Problem based learning

• Published in: BMJ Vol. 326; no. 7384; pp. 328 - 330
• Main Author: Wood, Diana F
• Format: Journal Article
• Language: English
• Published: England British Medical Journal Publishing Group 08.02.2003; BMJ Publishing Group Ltd; BMJ Publishing Group LTD
• Series: ABC of learning and teaching in medicine
• Subjects: Clinical medicine; Clinical Review; Core curriculum; Curriculum; Education, Medical - methods; Group dynamics; Group Processes; Health education; Humans; Interpersonal Relations; Knowledge acquisition; Medical education; Methods; Objectives; Problem based learning; Problem solving; Staff Development; Students; Subject specialists; Teaching; Teaching - methods; Tutoring; Workloads; United Kingdom
• ISSN: 0959-8138; 1756-1833; 1468-5833; 1756-1833
• DOI: 10.1136/bmj.326.7384.328

Subsequently they do independent, self directed study before returning to the group to discuss and refine their acquired knowledge. [...]PBL is not about problem solving per se, but rather it uses appropriate problems to increase knowledge and understanding. Examples of trigger material for PBL scenarios Paper based clinical scenarios Experimental or clinical laboratory data Photographs Video clips Newspaper articles All or part of an article from a scientific journal A real or simulated patient A family tree showing an inherited disorder PBL tutorial process Step 1-Identify and clarify unfamiliar terms presented in the scenario; scribe lists those that remain unexplained after discussion Step 2-Define the problem or problems to be discussed; students may have different views on the issues, but all should be considered; scribe records a list of agreed problems Step 3-"Brainstorming" session to discuss the problem(s), suggesting possible explanations on basis of prior knowledge; students draw on each other's knowledge and identify areas of incomplete knowledge; scribe records all discussion Step 4-Review steps 2 and 3 and arrange explanations into tentative solutions; scribe organises the explanations and restructures if necessary Step 5-Formulate learning objectives; group reaches consensus on the learning objectives; tutor ensures learning objectives are focused, achievable, comprehensive, and appropriate Step 6-Private study (all students gather information related to each learning objective) Step 7-Group shares results of private study (students identify their learning resources and share their results); tutor checks learning and may assess the group The role of the tutor is to facilitate the proceedings (helping the chair to maintain group dynamics and moving the group through the task) and to ensure that the group achieves appropriate learning objectives in line with those set by the curriculum design team.