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Principles

PBL was popularised in the 1960's as a result of research by Barrows into the reasoning abilities of medical students (Barrows and Tamblyn, 1980). They argued that PBL was based upon two assumptions: the first was that learning through problem solving is much more effective than memory based learning for creating a usable body of knowledge; the second was that the medical skills, which are most important for treating patients, are problem-solving skills, not memory skills.

Biggs (2003, pp.231-2) considers PBL as " not a method so much as a total approach to teaching, which could embody several teaching/learning activities and assessment methods .PBL reflects the way people learn in real life; they simply get on with solving the problems life puts before them with whatever resources are to hand ". Overall, there is agreement amongst enthusiasts that the approach is intended to facilitate collaborative learning and deep engagement with complex problems.

Problem-based learning starts with problems or situations rather than the exposition of knowledge. Students acquire knowledge and skills through a staged sequence of problems in context, together with associated learning materials and support from facilitative tutors (Boud & Feletti 1998). In this way, it is fundamentally different from problem-solving learning, where the students are set a problem after they have been taught the knowledge conventionally (Savin-Baden 2000).

One of the main objectives of PBL is to foster independent and life long learners, who want to take a degree of responsibility for their own learning by formulating questions and learning needs in relation to a given problem. A PBL curriculum provides authentic experiences that foster active learning, support knowledge construction, and naturally integrate school learning and real life; this curriculum approach also addresses state and national standards and integrates disciplines.

The PBL SIG members active in this toolkit development have identified key areas that have a particular resonance with curriculum development and delivery:

  1. Curriculum design
  2. Facilitation of PBL
  3. Student experience of PBL
  4. Effectiveness of Learning incorporating assessment and outcomes

This is not an exhaustive list of significant components of PBL, however we would argue that they are fundamental to effective learning processes and outcomes.


Biggs J (2003) Teaching for Quality Learning at University , Buckingham: Open University Press

Boud D & Feletti G (1997) The Challenge of Problem-based Learning , London: Kogan Page

Savin-Baden M (2000) Problem-based Learning in Higher Education: Untold Stories . Buckingham; Open University Press