Problem-based learning

Problem-based learning (PBL) is a teaching method in which students aim to learn about a subject through the experience of solving an open-ended problem found in trigger material. The PBL process does not focus on problem solving with a defined solution, but is designed for the development of other skills and attributes. This includes knowledge acquisition, enhanced group collaboration and communication.

The PBL process was developed for medical education and has since been used for other programs of learning. The process aims to allow for learners to develop skills used for their future practice.

The PBL tutorial process often involves working in small groups of learners. Each student takes on a role within the group that may be formal or informal and the role often alternates. It is focused on the student's reflection and reasoning to construct their own learning.

The Maastricht seven-jump process involves clarifying terms, defining problem(s), brainstorming, structuring and hypothesis, learning objectives, independent study and synthesising. In short, it is identifying what they already know, what they need to know, and how and where to access new information that may lead to the resolution of the problem.

The role of the tutor within the process is to facilitate learning by supporting, guiding, and monitoring the learning process. The tutor aims to build the confidence of a student to address problems, while also expanding their understanding. This process is based on constructivism. PBL has been described as a paradigm shift from traditional teaching and learning philosophy, which is more often lecture-based.

The constructs for teaching PBL may be different from traditional classroom or lecture teaching in a lecture style.