Problem Based Learning

What is Problem-Based Learning? The distinction between problem-based learning and other forms of cooperative or active learning often are blurred because they share certain common features and hybrid approaches abound as instructors adapt methods for particular situations. However, an essential component of problem-based learning is that content is introduced in the context of complex real-world problems. In other words, the problem comes first (Boud, 1985; Boud and Feletti, 1991; Woods, 1985). This contrasts with prevalent teaching strategies where the concepts, presented in a lecture format, precede "end-of-the-chapter" problems. In problem-based learning, students working in small groups must identify what they know, and more importantly, what they don't know and must learn (learning issues) to solve a problem. These are prerequisites for understanding the problem and making decisions required by the problem. The nature of the problems preclude simple answers. Students must go beyond their textbooks to pursue knowledge in other resources in between their group meetings. The primary role of the instructor is to facilitate group process and learning, not to provide easy answers. With the change in format come different forms of assessment such as group examinations. The model for problem-based learning comes from a few medical schools, notably McMaster (Barrows and Tamblyn, 1980), where, more than 25 years ago, they questioned how well traditional preclinical science courses trained physicians to be problem-solvers and life-long learners. Information-dense lectures presented by a series of content experts to large student audiences seemed disconnected from the practice of medicine that required integration of knowledge, decision making, working with others, and communicating with patients. The curricula of several medical schools now include problem-based, preclinical science courses. The effectiveness of the problem-based learning approach in the medical school environment has been debated, evaluated, and given qualified endorsement based on a limited number of studies (Albanese and Mitchell, 1993; Berkson, 1993; Vernon and Blake, 1993; Blake et al., 1995). Why Problem-Based Learning? Many of the concerns that prompted the development of problem-based learning in medical schools are echoed today in undergraduate education. Content-laden lectures delivered to large enrollment classes typify science courses at most universities and many colleges. Professional organizations, government agencies, and others call for a change in how science is taught as well as what is taught (Czujko, 1994; Project Kaleidoscope, 1991; Tobias, 1990, 1992; Wingspread Conference, 1994). Problem-based learning addresses many of the concerns. Above all it encourages students to take charge of their education. It emphasizes critical thinking skills, understanding, learning how to learn, and working cooperatively with others. While problem-based learning is well known in medical education, it is almost unknown in the undergraduate curriculum. At the University of Delaware problem-based learning has been introduced in a number of undergraduate courses across the curriculum, not just in the sciences. The conceptual principles apply in international relations (Burch, 1995) as well as art history (Parker-Miller, 1996). In order to keep faculty here and elsewhere informed of problem-based activities and resources, a PBL homepage has been created which contains a directory of University of Delaware courses that use problem-based learning, faculty contacts, some examples of syllabi and problems, and links to other national and international sites. The address is http://www.udel.edu/pbl/ The Case Because the use of problem-based learning is relatively new in the undergraduate setting, it is not known whether it achieves the desired long term objectives. Nevertheless, two-day workshops that demonstrate problem-based learning with students working in groups on actual problems frequently generates faculty enthusiasm resembling a religious conversion. They see the potential for the method. However, that enthusiasm must be tempered with the realization that many difficulties and challenges accompany the use of problem-based learning, particularly for the first time. For example, instructors usually must create their own problems without a full understanding of the important components and the time required. Frequently, there is a lack of support from colleagues who don't understand the method. Furthermore, most classrooms do not lend themselves to a problem-based learning format. "Dan Tries Problem-Based Learning" that follows is an extended case intended to confront prospective users with the spectrum of issues one might encounter in a semester that one normally would not encounter using a lecture format in a traditional class. The intent of the case is not to discourage but to have prospective users reflect more deeply about what is involved. While the entire case has not been used at one time, segments of it have served effectively at conference sessions devoted to different aspects of problem-based learning. I hope that the case will be useful to faculty developers elsewhere who have faculty interested in trying problem-based learning. As with many cases based on actual events, the names and situations have been fictionalized. AcknowledgmentsThis work was supported in part by Grant DUE-9354606 entitled "Problem-Based Learning in Introductory Science Across Disciplines" from the National Science Foundation. I thank Deborah Allen, Barbara Duch, Susan Groh, Sheella Mierson, David Onn, and Barbara Williams, my co-Principal Investigators on this grant, whose diverse backgrounds and interests have combined to enrich a shared goal of improving undergraduate education. I also thank George Watson for setting up our PBL homepage. References: Albanese, M. A. and Mitchell, S. (1993) Problem-based learning: a review of literature on its outcomes and implementation issues. Academic Medicine, 68, 52-81. Barrows, H.S. and Tamblyn, R. M. (1980) Problem-Based Learning: An Approach to Medical Education. Springer Pub. Co., New York, NY. Berkson, L. (1993) Problem-based learning: Have expectations been met? Academic Medicine, 68, 579-588 (October supplement). Blake, J. M., Norman, G. R. and Smith, E. K. M. (1995) Report card from McMaster: student evaluation at a problem-based medical school. The Lancet, 345, 899-902. Blacklow, R. S. and Engel, J. D. (1991) The University of Delaware/Jefferson Medical Scholars Program: An approach to educating physicians for academic leadership and practice. Delaware Medical Journal, 63, 303-307. Boud, D. (Ed.) (1985) Problem-Based Learning for the Professions, Sydney. HERDSA Boud, D. and Feletti, G. (Eds.) (1991)The Challenge of Problem-Based Learning. St Martin's Press, N. Y. Burch, K. (1995) PBL and the lively classroom. About Teaching No. 47 p. 2 (Newsletter of the University of Delaware's Center for Teaching Effectiveness) Czujko, R. (1994) Physics job market: a statistical overview. AAPT Announcer 24, 62. Groh, S. E., Williams, B. A., Allen, D. E., Duch, B. J., Mierson, S. and White, H. B., III (1996) Institutional change in science education: a case study. In Student-Active Science: Models ofInnovation in College Science Teaching. (McNeal A. P. and D'Avanzo, C. Eds.) Saunders Publishers, Philadelphia, PA Submitted. Parker-Miller, M. (1996) Project Kaleidoscope (1991) What Works: Building Natural Science Communities. Volume One, Stamats Communications, Inc., Washington, D.C. Tobias, S. (1990) They're Not Dumb, They're Different. Research Corporation, Tuscon, Arizona. Tobias, S. (1992) Revitalizing Undergraduate Science. Research Corporation, Tuscon, Arizona. Vernon, D. T. and Blake, R. L. (1993) Does problem-based learning work? A meta-analysis of evaluative research. Academic Medicine, 68, 550-563. Wingspread Conference. (1994) Quality assurance in undergraduate education: what the public expects. ECS, Denver, Colorado. Woods, D. (1985) Problem-based learning and problem-solving. In D. Boud (Ed.) Problem-Based Learning for the Professions, Sydney. HERDSA, 19-42.