The process of problem-based learning: what works and why

Abstract

We conclude that there is considerable support for the idea that PBL works because it encourages the activation of prior knowledge in the small-group setting and provides opportunities for elaboration on that knowledge. These activities facilitate the comprehension of new information related to the problem and enhance its long-term memorability. In addition, there is evidence that problems arouse situational interest that drives learning. Flexible scaffolding provided by cognitively and socially congruent tutors also seems to be reasonably effective, as opposed to 'hard' scaffolding represented by, for instance, worksheets or questions added to problems. Small-group work protects against dropout and encourages students to study regularly. Initially, students do not study much beyond the learning issues generated; the development of personal agency in self-study needs time to develop. The extent of learning in PBL results from neither group collaboration only (the social constructivist point of view) nor individual knowledge acquisition only; both activities contribute equally to learning in PBL.

Integration of social innovation creation in higher education for enhancing of economic development in Latvia

“…Problem-based learning (PBL) is a student-centred pedagogy in which students learn about a subject through the experience of solving an open-ended problem found in trigger material. Even though PBL does not always bring a clear and defined solution to the problem, it allows for the development of desirable skills and attributes [12]. The major obstacles for implementation of PBL in higher education are lack of resources and competent academic staff facilitation.…”

Integrated problem-based learning versus lectures: a path analysis modelling of the relationships between educational context and learning approaches

“…In the PBL-based curriculum, perception was even better because of the teaching organized around realistic clinical cases and students being active and cooperative learners. This could improve their perception of learning, of feeling confident in their academic success, and of being prepared to the exercise of their profession [13,25,27,38]. This could also enhance their social self-perception through repeated practice of group work [39].…”

“…A major strength of PBL is that it promotes integration of knowledge and skills. Students not only acquire knowledge but also practice problem-solving skills, critical thinking, small group work and autonomous learning [25,26]. These constructivist learning environments are thought to influence positively students’ perception of their educational context and to foster deep learning [13,27].…”

Guest Editors’ Introduction: Special Issue on Problem-based Learning in Health Professions Education/Toward Advancement of Problem-Based Learning Research and Practice in Health Professions Education: Motivating Learners, Facilitating Processes, and Supporting with Technology

“…To solve problems, students work in small groups to elaborate and negotiate ideas, and construct joint explanations (HmeloSilver, 2004;Schmidt et al, 2011). From an instructional design perspective, small group learning can achieve several important goals of PBL, for instance, constructing an extensive and flexible knowledge base, developing effective problemsolving skills, and becoming effective collaborators (HmeloSilver, 2004).…”

“…Since then, PBL has been adapted and researched in health professions education throughout the world (Barrows, 1988;Hmelo-Silver, 2004;Schmidt, 1989). In reflecting on why PBL works in health professions education, Schmidt, Rotgans, and Yew (2011) attributed its success to the following factors: the activation of prior knowledge in small group settings, opportunities for elaboration on this knowledge, the arousal of situational interest that drives learning, and the flexible scaffolding provided by "cognitively and socially congruent" tutors (p. 792). Many systematic reviews on PBL in health professions education found PBL to be equivalent or superior to more traditional curricula (e.g., Hartling, Spooner, Tjosvold, & Oswald, 2010;Neville, 2009).…”