Problem-Based Learning (PBL)
Tutorial
Basic Characteristics
T Small Group
T Problem-Based
T Self-Directed
Problem-Based Learning (PBL)
Tutorial
Group Dynamics
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Non-Threatening, Co-operative Atmosphere
Tutor’s Role: Facilitative and Supportive
Open Feed-Back to Each Other about
Performance
Problem-Based Learning (PBL)
Tutorial
Problem-Based
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The use of realistic (e.g. clinical) problems
Emphasis is not on solving the problem
Hypothesis and issue generation
Sharing of learning burdens
Problem-Based Learning (PBL)
Tutorial
Self-Directed Learning
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You learn what you need
Building of new knowledge on existing
knowledge
Learn to use different resources
Learn time-management skills
Take responsibility for one’s learning
Advantages of PBL
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Motivation to learn is self-imposed
Building of new knowledge on existing one
(depth)
Integration and application of knowledge
(problem-solving)
Wider coverage of the topic (big picture)
Development of other skills (e.g. inquiry,
critical appraisal, communication, group)
Life-long learner
Disadvantages of PBL
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Lack of traditional structure and
progression
Perceived lack of depth in the knowledge
acquired
Too much time is spent in a tutorial
“talking”
It is hard to fail a student
You need more teachers
Why use PBL?
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This is how we as adults learn
It is the most practical and efficient way of
learning
We do this in our daily professional and
personal lives
Learning is not static, but a dynamic
process
Develop a life-long learning attitude
Develop group and interpersonal skills
PBL is a World-Wide Trend
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In the U.S.: New Mexico, Michigan State,
Bowman Gray, Rush, Tufts, Harvard and
Southern Illinois
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Countries: Australia, Bahrain, Brazil, Chile,
Egypt, Great Britain, Hong Kong,
Indonesia, Malaysia, Netherlands, Nigeria,
Philippines, Sweden, Switzerland, and
Taiwan
Movement Behind PBL
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GPEP Report (General Professional
Education of the Physicians and College
Preparation for Medicine) in 1984
 physicians need to continue to acquire new
knowledge and skills
 life-long learning skills
 active, independent, self-directed learning
 develop ability to identify, formulate, and
solve problems; to grasp and use basic
concepts and principles, and to gather and
assess data rigorously and critically
Recent Movement Behind PBL
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British General Medical Council position
paper “Tomorrow’s Doctors” 1993/94
 Reduce burden of factual information
 Core curriculum should be system-based
and integrated – eliminate division of
pre-clinical/clinical and department-based
courses
Outcome: Are the Students Better?
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Students from PBL programs tend to
take up specialty and academic posts
Knowledge on the latest treatment
guidelines (e.g. hypertension) is better
than graduates of traditional
programs
Learning is more fun for the students
and faculty
Why Is PBL Not Widely Used?
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It involves too much work!
It affects the funding of departments
Some teachers are resistant to change
Students are perceived as not mature
enough to handle this
Not enough coverage of basic sciences
Components of a PBL Tutorial
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Problem Identification
Hypothesis Generation
Generation of Learning Issues
Inquiry Strategy: Setting of Group and
Personal Objectives
Revisiting the Problem, Sharing of
Information
Group Process and Roles
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Initial Growing Process
Separation of Personal vs. Group Objectives
Balance between Vocal and Quiet Members
Resolution of Conflicts
Emergence of Group Leader (Time-Keeper)
Value Other Group Members’ Opinions
Conversion of a Group into a Team
A Good Working Group
T Equal participation and equal responsibilities
T Rotation of Leadership Role
T Supportive and Facilitative of each other’s
learning
T Constructive Evaluation of Self and Group
T Creative Handling of Difficult Behaviour
T Free sharing of information
History of McMaster Medical School
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Planning started in 1966, first class of 30
students enrolled in 1969
3-year program, inter-disciplinary without
discipline-oriented subjects, emphasis on
problem-solving, integrated approach to
human biology
Major revision in 1983, 2000.
Current class = 118, more female than male
students