Problem-Based Learning:
A Student-Centered Approach
for Engagement
Deborah E. Allen,
Associate Professor of Biological Sciences
George H. Watson,
Sr. Associate Dean of Arts and Sciences
Hal White,
Professor of Chemistry and Biochemistry
University of Delaware
Learning So Everyone Teaches
Lilly East Conference on College and University Teaching
April 6-8, 2006 Newark, DE
Characteristics Needed
in College Graduates
High level of communication skills
Ability to define problems, gather and
evaluate information, develop solutions
Team skills -- ability to work with others
Ability to use all of the above to address
problems in a complex real-world setting
Quality Assurance in Undergraduate Education (1994)
Wingspread Conference, ECS, Boulder, CO.
What Is PBL?
“The principal idea behind PBL is that
the starting point for learning should be
a problem, a query, or a puzzle that the
learner wishes to solve.”
Boud, D. (1985) PBL in perspective. In “PBL in Education
for the Professions,” D. J. Boud (ed); p. 13.
What are the Common
Features of PBL?
Learning is initiated by a problem.
Problems are based on complex, real-world
situations.
All information needed to solve problem is not
given initially.
Students identify, find, and use appropriate
resources.
Students work in permanent groups.
Learning is active, integrated, cumulative, and
connected.
Deflating Grady – Part 1
Read over the e-mail exchange and discuss
the ideas it raises about grade inflation
As a group, compose a definition of grade
inflation and be prepared to present it.
Be prepared to “report out” in 10 minutes
Deflating Grady – Part II
Read over the information presented, and be
prepared to report out on your answers to
the questions.
Be prepared to “report out” in 15 minutes
Deflating Grady – Part III
Take a look at the graph from gradeinflation.com:
– According to your group’s definition, is this
evidence for grade inflation?
Good PBL Problems…
Relate to real world, motivate students
Require decision-making or judgments
Are multi-page, multi-stage
Are designed for group-solving
Pose open-ended initial questions that
encourage discussion
Incorporate course content objectives, higher
order thinking, other skills
PBL: The Process
Resolution of Problem;
(How did we do?)
Integrate new
Information;
Refine questions
Reconvene, report
on research;
Research questions;
summarize;
analyze findings
Presentation of Problem
Next stage of
the problem
Organize ideas and
prior knowledge
(What do we know?)
Pose questions (What do
we need to know?)
Assign responsibility
for questions; discuss
resources
Medical School Model
Dedicated faculty tutor
Groups of 8-10
Very student-centered environment
Group discussion is primary class activity
A good choice for:
Highly motivated, experienced learners
Small, upper-level seminar classes
Typical Medical School PBL Problem:
High Degree of Authenticity
Patient arrives at hospital, ER, physician’s
office presenting with symptoms X, Y, Z
What questions should you ask?
What tests should you order?
Physician interviews patient, receives results
of tests
Differential diagnosis
Preferred therapy
A Typical Day in an
Undergraduate PBL Course
Question for Groups
Reflect on this afternoon’s experience:
What do instructors do to guide students
working on a PBL problem?
Be prepared to report out in 5-10 min.
What Might Be Different in an
Undergraduate Context
Class size
Intellectual maturity of students
Student motivation
Course learning objectives
Other instructors’ or departmental preferences
Other courses to teach
Varied student career objectives
Basic (versus applied) context
PBL Models
for Undergraduate Courses
Medical School Model
Small class, one instructor to 8-10 students
Floating Facilitator Model
Small to medium class, one instructor, up to ~75 students
Peer Facilitator Model
Small to large class, one instructor and several peer
facilitators
Large Class Models
Floating facilitator and hybrid PBL/other activities
“Hybrid” PBL
Non-exclusive use of problem-driven learning in a class
May include separate lecture segments or other activelearning components
Floating or peer facilitator models common
Often used as entry point into PBL in course
transformation process
The Problem-Based Learning Cycle
Overview
Assessment
(when desired)
Problem, Project,
or Assignment
Mini-lecture
(as needed)
Group
Discussion
Whole Class
Discussion
Preparation of
Group “Product”
Research
Group Discussion
Strategies Used to Teach
This Problem
1)
2)
3)
4)
5)
6)
7)
“Mini” lecture to introduce problem
Instructor provided input at regular intervals
Mechanism for groups to compare notes
Instructor circulated amongst the groups
Instructor provided some resources
Problem constructed to allow for 1-5
Problem constructed to provide learner prompts for
PBL novices
UD PBL Online
PBL at UD - www.udel.edu/pbl
Sample PBL materials, including syllabuses; links to other sites
PBL Clearinghouse - www.udel.edu/pblc
Database of peer-reviewed PBL problems
ITUE – www.udel.edu/inst
Workshops on PBL and integration of technology, communication
skills