Problem based Learning: Theoretical foundation and evaluation of PBL as a pedagogical method – Shumaila Sayyab

Problem-Based Learning (PBL) is a dynamic and innovative pedagogical approach that has gained popularity and is implemented in several disciplines worldwide, particularly in the fields of medicine and healthcare. PBL represents a shift from traditional lecture-based instruction to a student-centered, problem-driven model. This approach is grounded in several theoretical foundations that emphasize active learning, constructivism, and self-directed exploration.

Theoretical Foundations of PBL

Central to the PBL philosophy is the constructivist theory of learning, in which the learners actively build knowledge through their experiences and interactions with the environment. In PBL, knowledge is not simply transmitted from teacher to student but constructed by the learners themselves.¹ PBL addresses cognitive load theory, which suggests that learning is most effective when the cognitive load imposed by instructional materials matches the cognitive capacity of the learner. PBL’s focus on solving complex, real-world problems aligns with this principle by providing learners with authentic, context-rich tasks that engage their cognitive abilities. PBL incorporates social and psychological constructivist principles, emphasizing social interaction and collaboration among students. Learning in small groups fosters discussion, debate, and the co-construction of knowledge. This collaborative aspect is informed by socio-constructivist theories of learning.²

The PBL architecture

The PBL architecture typically involves shifts in three levels of curriculum.³

1. Content coverage to problem engagement
2. From lecturers to coaches in tutor role

• From passive learner to problem solvers in student’s role

PBL begins with the presentation of a complex, open-ended problem or scenario or vignette. This problem serves as the focal point of the learning experience, motivating students to explore and understand the underlying concepts and principles required to solve it. The problem is carefully designed to be thought-provoking and relevant to real-world situations.

Instead of traditional lecturers, PBL tutors act as facilitators or coaches. They provide support, pose probing questions, and help students navigate their learning journey. The tutors ensure that discussions stay focused on the problem and guide students towards relevant resources.

In PBL, the students take on an active role in their education. They are responsible for identifying the key questions related to the problem, determining the knowledge and resources needed to address these questions, and independently acquiring this knowledge. This self-directed approach enhances students’ autonomy and problem-solving skills.³ This allows the students to take the role of active problem solvers rather than passive learners waiting to be spoon-fed.

Often, PBL is conducted in small groups, encouraging collaboration, communication, and peer learning. Within these groups, students share their perspectives, insights, and research findings, fostering a rich exchange of ideas and diverse viewpoints.

This educational approach challenges the learners to build on their prior knowledge and connect it with the existing concepts in solving the problem. The students’ progress is continuously assessed through their reflections on the scenario/vignette, which allow the tutor to identify the gaps in their understanding and refine their problem-solving strategies. PBL encourages experiential learning, where students actively engage with problems, reflect on their experiences, and refine their understanding through iterative cycles of problem-solving.⁴

PBL methodology evaluation

When thinking about implementing PBL methodology in our teaching context, Marincovich beautifully explains and reminds us that the PBL image of classroom is different where PBL is student centered, with the tutor role as guiding rather than directive and it is process oriented which is different from the traditional classroom with the students sitting in rows, in front of a teacher lecturing them.⁵ Research on the effectiveness of PBL methodology has yielded mixed findings, with studies showcasing both its strengths and limitations. PBL offers several advantages as a pedagogical method:

1. Enhanced Critical Thinking: PBL compels students to think critically and analytically as they tackle real-world problems. This fosters a deeper understanding of the subject matter and promotes higher-order thinking skills.
2. Motivation and Engagement: The problem-solving nature of PBL often leads to increased motivation and engagement among students. Learners are more invested in their education when they can see the direct relevance of what they are learning.

• Long-Term Knowledge Retention: PBL emphasizes understanding over rote memorization, leading to better long-term knowledge retention. Concepts learned in the context of solving a problem tend to stick with students.

1. Collaboration and Communication Skills: Working in small groups fosters collaboration and communication skills, which are essential in professional and real-world settings.

On the other hand, despite its merits, PBL is not without challenges and criticisms. Kirschner et al. argued that PBL may overload working memory, hindering the transfer of knowledge to long-term memory.⁶ In another study, authors have raised concerns about the inconsistency in PBL implementation and the need for faculty development.⁷ Some of the challenges of PBL include:

1. Resource Intensiveness: It can be resource-intensive, requiring well-designed problems, trained tutors, and adequate time for group discussions. This may limit its scalability in resource-constrained environments.
2. Variable Implementation: The implementation of PBL can vary widely, making it challenging to standardize and assess its effectiveness. Variations in facilitation styles, problem quality, and student readiness can impact outcomes.

• Assessment Challenges: Assessing student performance in PBL can be complex. Traditional assessment methods may not align well with the process-oriented, problem-solving nature of PBL.

In conclusion, PBL is a pedagogical method that holds promise in fostering critical thinking, motivation, and collaborative skills among students. This innovative approach equips students with not only subject-specific knowledge but also valuable problem-solving skills and the ability to apply their learning in real-world contexts. However, it is not a one-size-fits-all approach, and its effectiveness depends on various factors, including the quality of problem design, tutors’ expertise, and institutional support.

 

REFERENCES

1. Sandra Kemp, Constructivism and problem-based learning, Learning Academy
2. Phillips, D. C. (1997). How, why, what, when and where: perspectives on constructivism in psychology and education. Issues in Education, 3(2), 151-194.
3. Tan, O. S. (2000). Reflecting on innovating the academic architecture for the 21st century. Educational Developments, 1 (3). UK: SEDA
4. Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development. Prentice-Hall.
5. Marincovich, M. (2000). Problems and Promises in Problem-Based Learning. in O.S. Tan, P. Little, S.Y. Hee, and J. Conway, (Eds). Problem-Based Learning: Educational Innovation Across Disciplines. Singapore: Temasek Centre for Problem-based Learning.
6. Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41(2), 75-86.
7. Vernon, D. T., & Blake, R. L. (1993). Does problem-based learning work? A meta-analysis of evaluative research. Academic Medicine, 68(7), 550-563.