The case for plural PBL: an analysis of dominant and marginalized perspectives in the globalization of problem-based learning

Abstract

The globalization of problem-based learning (PBL) in health professions education has been both celebrated and criticized. Using a critical narrative review approach, underpinned by our archive of global PBL literature and a targeted literature search, we analyze these dominant global discourses of PBL in health professions education. More precisely, we explore what is missed when the globalization of PBL is theorized either as a positive consequence of standardization, or a problematic spread of Western educational ideals and values around the world. We make visible how two dominant global discourses, a universalist and culturalist discourse, have emerged in the global proliferation of PBL. We also discuss the limitations of the two discourses by demonstrating how they either ignore contextual and cultural diversity or see it as problematic. We then turn to a perspective that has been marginalized in the PBL literature that emphasizes the global origins of PBL, transcending the dichotomy between West and non-West. We make a case for relating to PBL as a plural construct in order to learn from the cultural and situational nuances of educational activities labeled PBL around the world. We argue that PBL as a singular and universal concept has no global future, yet versions of PBL may continue to thrive locally. Finally, we propose avenues for future research that may help elucidate the global and local values that underpin our curricula, as well as the socio-political factors that perpetuate neocolonialist views and practices in the uptake and implementation of PBL approaches across the globe.

Application of PBL Mode in a Resident-Focused Perioperative Transesophageal Echocardiography Training Program: A Perspective of MOOC Environment

“… 12 On this basis, the PBL method has changed the general mode of knowledge acquisition in medical education, stimulated the students’ learning motivation with clinical problems, and guides the students to grasp the key points of learning. 13 PBL mode is a problem-based, student-centered group discussion teaching mode. 14 At present, PBL medical education has begun to take root and grow in many medical colleges in China.…”

Modern learning approaches in higher education: A review of the literature

“…PBL method helps to take away students from just reproducing what was learned to critical thinking and self-developing education. During the 1970s, PBL was viewed as a pedagogical innovation (Frambach, Talaat, Wasenitz & Martimianakis, 2019). Three variants of PBL are distinguished in the literature: the Canadian (McMaster), the Netherland (Maastricht) and the Danish approach (Servant, 2016).…”

“…Разлог за то представља ширење перспективе примене ових приступа. Чланке који се баве овим приступима учењу разматрамо и анализирамо Чланке који се баве овим приступима учењу разматрамо и анализирамо заједно, јер су ови приступи неретко неодвојиви (Frambach заједно, јер су ови приступи неретко неодвојиви (Frambach et al et al, 2019;Lee & Hannafin, 2016;Noordegraaf-Eelens, Kloeg & Noordzij, 2019). Lee & Hannafin, 2016;Noordegraaf-Eelens, Kloeg & Noordzij, 2019).…”

Celebrating 50 years of problem-based learning: progress, pitfalls and possibilities

“…The agenda for ironing out the confusions about PBL in theory and practice is laid out by van der Vleuten and Schuwirth (2019), Wijnia and Servant-Miklos (2019), Frambach et al (2019), and Hung et al (2019). The first two papers call for specific alignment between theory and practice in the domains of assessment and motivation.…”

“…The last two articles call for a more sweeping implementation of PBL research in domains across the board, particularly taking into account the different characteristics of PBL in the different contexts in which it is implemented. This is an important point for the current and future practice of PBL: as Frambach et al (2019) and Hung et al (2019) point out, there are manifold manifestations of PBL in practice. This might displease purists who cling to "the original" PBL model with quasi-religious fervour (though in practice, that original model hardly existed at all), but given the reality of the diverse manner in which PBL has been implemented inside and outside of medical education, it certainly is worth asking: "why does PBL with particular implementation characteristics for specific outcomes work or not work in the condition where it is implemented?…”