Problem-Based Learning (PBL) is a teaching method in which complex real-world problems are used as the vehicle to promote student learning of concepts and principles as opposed to direct presentation of facts and concepts.
Any subject area can be adapted to PBL with a little creativity.
While the core problems will vary among disciplines, there are some characteristics of good PBL problems that transcend fields (Duch, Groh, and Allen, 2001): The problems can come from a variety of sources: newspapers, magazines, journals, books, textbooks, and television/ movies.
Traditionally, medical schools taught doctors by requiring them to memorize a great deal of information and then to apply the information in clinical situations.
This straightforward approach did not fully prepare doctors for the real world where some patients might not be able to identify their symptoms or others might show multiple symptoms. patients' health problems, and (3) the ability to extend or improve that knowledge and to provide appropriate care for future problems which they must face (Barrows 1985, p.
”) to historical investigation (“What took place, and why did it occur that way?
Problem Solving Learning Theory
”), teachers show students how to answer questions and solve problems.
Educators who use problem-based learning recognize that in the world outside of school, adults build their knowledge and skills as they solve a real problem or answer an important question—not through abstract exercises.
In fact, PBL originally was developed for adults, to train doctors in how to approach and solve medical problems.
Today, simulations often involve computer-based programs. Regardless of which technique is used, the heart of the method remains the same: the real-world problem.
Problem-based Learning (PBL) was introduced by Howard Burrows, an American physician and medical educator, in the late ’60s within the framework of the medical program at Mc Master University in Canada.