Problem-Based Learning, Part 1: An Innovation Whose Time Has Come?

Abstract

ThiS is the first of three papers which explores the growing influence of problem-based learning (PBl) within professional curricula. A qualitative study was undertaken to examine the expectations and experiences of staff and students in different professional and educational environments who were involved in using PBl (Savin-Baden, 1996). What emerged from this work was a new modelDimensions of learner Experience -for understanding the nature of learner experience on PBl programmes, characterised by significant diversity between espoused aims and values, and what happened in practice and in relationships between staff and students. Part 1 documents the emergence of PBl in the climate of worldwide change in order to contextualise the growing influence of PBl within professional curricula.

Introducing a problem‐based learning module into an occupational therapy course

“…The former had the desired effect of excellent attendance, but resulted in students feeling under pressure ‘to perform’ during the sessions – not a desirable outcome. Savin‐Baden (1997) agrees that assessment of the group process can interrupt the process of learning. Consequently for future formative assessment, we are considering replacing this type of process assessment with self or peer assessment.…”

“…Watson & West (1996) advocate the use of PBL because it concurs with the philosophy of occupational therapy in seeking to promote self‐directed behaviour and meaningful engagement. The historical background and the resultant growing influence of the value of PBL in occupational therapy education is widely critiqued by Savin‐Baden (1997), who sees PBL mainly as a frame of reference for experiential learning and warns of attempting to research it in isolation form practice learning.…”

Understanding the Effects of Problem-Based Learning on Practice: Findings from a Survey of Newly Qualified Occupational Therapists

“…Problem-based learning (PBL) emerged in the 1960s, primarily in medical education, owing to the perceived limitations of teacher-centred and subject-based learning (Engel 1991). Since this time, moves towards adult-centred learning and interactive learning environments continue to place learners in an altogether different relationship with knowledge and professional practice (Knowles 1975, Barnett 1992, Savin-Baden 1997. Through such key concepts as individual knowledge generation and reflection on, in and through action, PBL was regarded as being able to meet the challenge in designing and creating curriculum structures that enhanced the integration of theory and practice (Barrows and Tamblyn 1980).…”

Re-Thinking the “Problem” in Inquiry-Based Pedagogies through Exemplarity and World-Oriented

“…It is difficult to define these with any precision since they have taken on a variety of constellations [7] that configure knowledge, student participation, the role of the teacher, methodology, and the origin of the inquiry-problem in diverse ways. An early review of the relevant literature [8] proposes that these problem-oriented pedagogies stressed real-world relevance in three main ways-development of skills relevant for professional practice; development of action or problem-solving dispositions relevant to the real world, particularly in relation to the world of work; and the fostering of independent inquiry. While this is a rather narrow and limited definition of action-in-the-world, it does indicate that a world-oriented approach is critical for problem-oriented and problem-based pedagogies.…”