The psychological basis of problem-based learning

Abstract

Several potential advantages for students' learning are claimed for problem-based learning (PBL). Students in PBL curricula may be more highly motivated; they may be better problem solvers and self-directed learners; they may be better able to learn and recall information; and they may be better able to integrate basic science knowledge into the solutions of clinical problems. Although some of these claims find theoretical support from the literature on the psychology of learning, to date there has been no review of the experimental evidence supporting the possible differences in students' learning that can be attributed to PBL. In this review article, the authors examine each claim critically in light of that evidence. They conclude that (1) there is no evidence that PBL curricula result in any improvement in general, content-free problem-solving skills; (2) learning in a PBL format may initially reduce levels of learning but may foster, over periods up to several years, increased retention of knowledge; (3) some preliminary evidence suggests that PBL curricula may enhance both transfer of concepts to new problems and integration of basic science concepts into clinical problems; (4) PBL enhances intrinsic interest in the subject matter; and (5) PBL appears to enhance self-directed learning skills, and this enhancement may be maintained.

Guest Editors' Introduction: Special Issue on Analyzing Interactions in PBL—Where to Go From Here?

“…Early comparative studies drew strong attention to differences in learning outcomes between PBL and conventional or direct instruction curricula. Many of these reported successful implementation in terms of students' self-directed learning behaviors (Blumberg & Michael, 1992), long-term retention of content (Norman & Schmidt, 1992), and diagnostic performances (Schmidt et al, 1996). Ensuing studies have continued to examine, discuss, and reveal the effectiveness of PBL curricula (e.g., Colliver, 2000;Hartling, Spooner, Tjosvold, & Oswald, 2010;Hmelo & Lin, 2000;Newman, 2003;Norman & Schmidt, 2000;Prosser & Sze, 2014).…”

Problem Based Learning in Medical Education

“…[4][5][6][7] It is also found to be beneficial in increasing the level of motivation by helping to develop self directed learning skills that last for whole careers and increasing intrinsic interest in the subject of study. [8][9][10][11][12] Review Article/ Medical Education forward for implementation of PBL was BP Koirala Institute of Health Sciences (BPKIHS) at Dharan in 1998. Currently more than twelve PBL themes, each of one week duration, are organized during the course of two years of phase one of the MBBS course.…”

Untitled

“…2 In a general sense, the figure-ground reversal between teaching and learning also means that the student's role changes in terms of increased responsibility for active commitment in his/her studies and learning (Barrows & Tamblyn, 1980, Barrows 1985, 1988Albanese & Mitchell, 1993). Three features of the learning environment in a problem-based curriculum stand out as typical in normative texts about PBL and are regarded as essential for enhancing student learning (Boud & Feletti, 1999;Norman & Schmidt, 1992;Kjellgren et al, 1993). These core characteristics are learning in context, elaboration of knowledge through social interaction, and an emphasis on meta-cognitive reasoning and self-directed learning.…”