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Problem-based learning is a constructivist instructional strategy. One of the first and most commonly cited examples of problem-based learning was introduced in 1960s medical education in Canada. It suggests learning will be more effective if learners are faced with a real-life practical problem they need to solve and
In the 1960s at the McMaster University in Canada it was noted that medical education students were mostly bored during their classes, until they reached a stage where they were supposed to work with patients and try to help them solve their problems. It was then decided that biomedical problems, analyzed in small groups would be introduced into whole educational process, what remained a practice until today2) and has also spread to other medical schools as well as other fields like nursing, law, engineering, management, business administration and other3)4).
Although problem-based learning can be implemented on a variety of ways, its main characteristics are the following5):
A possible flow of a problem-based learning course includes the following tasks from the students:
Problem-based learning can be a helpful method in the educational process, but it can also be viewed as a total education strategy, as described by Barrett et al in “Handbook of Enquiry and Problem-Based Learning”.
Different experimental results have been obtained using problem-based learning, but generally showing not much difference in declarative knowledge in students learning through problem-based design and those not using it. Still, there is evidence that problem-based learning supports development of reasoning skills, problem-solving skills and self-directed learning skills7).
Generic Problem Based Learning Essentials. Retrieved April 20, 2011.