Problem-based Learning

This method is more self-directed or student-centred. Students will be presented with real-life scenarios or open-ended problems. Furthermore, those will become their drive to learn this matter. Their task is to piece together and work through the task to find a solution or answer to complex clinical questions. Usually, PBL requires students to work in groups to solve an open-ended problem. 

In problem-based learning, the teacher acts as the facilitator and guide. They are not acting as traditional lecturers, where they are providing information. Instead, their role is to support students when they are solving real-world issues. In doing so, this situation shifts their role to creating a learning environment for students where they take ownership of their study, look for learning needs, and create solutions.

What is problem-based learning?

Problem-Based Learning (PBL) is a way to teach students through solving real-life problems. They are not made to sit and listen to normal lectures. However, they are given a difficult question or scenario without a clear solution. That issue is what they need to learn, and it motivates them to investigate, research, and apply what they learn to something useful.

Students learn how to learn by themselves during PBL. In most cases, they tend to work in teams. They determine what they must know, seek valid information, and apply critical thinking to develop solutions. The approach will not only increase the knowledge of subjects, but also enhance other skills such as problem-solving skills, teamwork and self-directed learning.

Key features of problem-based learning

Problem-based learning is different from the usual teaching style. This is because it asks students to be active participants instead of passive listeners. Students examine the problems and create solutions. As a result, this practical process creates more knowledge about the topic. The following are the key aspects of PBL:

1. Student-centered: In problem-based learning, students are the active participants in the process of learning. Meanwhile, teachers guide them to help them learn.
2. Real-world problems: The problems involve real life issues which do not have a single solution. This makes them more attractive and relatable.
3. Collaborative learning: While in problem-based learning, students tend to collaborate and work in teams. This helps them exchange ideas, research, and create solutions.
4. Inquiry and research: Students are taught to solve the problem from the questions. This makes them understand the problem.
5. Interdisciplinary learning: In problem-based learning, students apply knowledge of various subjects and connect them. This helps them deal with real problems that need answers.
6. Development of soft skills: PBL enables students to think, talk, collaborate and learn independently.

Steps of problem-based learning

The process starts with creating the main concept and ends with reporting, applying, and reflecting on the answer. It has a structure to guide students through the effective process of solving complex tasks. Moreover, it helps to break down a big, open-ended problem into parts. Ensuring the learning process is more than guessing or rushing to solutions. 

Problem-based learning requires a task that could motivate students to seek out a deeper grasp of concepts. Thus, they should work in a group to make reasoned decisions and to defend it. To achieve that result, here are the steps they need to follow:

Clarify terms and concept

The first thing students need to do in problem-based learning is get to know the scenario. It involves taking note of any words, terms, or concepts they don’t understand. Overall, issue often comes from specific vocabulary, technical language, or references to real-world systems that they are not familiar with.

In addition, the group will take time to look up or discuss these terms, ensuring everyone has the same grasp. It is crucial that no one is confused. This situation can lead the group in the wrong direction during the learning process. 

Define the problem(s)

After every member has the same mind, now it is time to work on the actual issue. During this step, focus on interpreting the situation critically to find the specific problems. The key in this step is to avoid surface-level information. Students need to rephrase the problem in their own words and find other perspectives about them. 

Look for possible explanations

In this step, students should find the possible explanations or causes of the issue. They can pull strings from their existing knowledge, experiences, and ideas. During this process, there are no wrong answers. It is a stage where every person can contribute to share their ideas, connecting past learning to the new challenge.

Analyse and structure ideas

After the brainstorming process is done, it is time to organise the ideas. In doing so, problem-based learning encourages them to look for patterns, group similar ideas, and spot the key themes. In this step, it moves from free thinking to a structured one. Therefore, the purpose is to sharpen critical reasoning and help students prepare for focused research. By the end of this activity, the group will have a clearer grasp of the issue.

Create learning goals

In this stage, students will see gaps in their knowledge. Now, they are going to focus on what they do not know yet by writing those goals as specific and researchable questions. From here, they will guide themselves to their self-directed learning. What it does is help them to solve or explain the problem accurately. 

Research and self-study

Each student is responsible for the learning goals they have created. They can do research through textbooks, academic articles, websites, and more. Then, each of them are taking notes and preparing to share their findings with the group. In addition, this step in problem-based learning builds research and critical reading skills. 

Report back, apply, and reflect

After they have finished their research, each of them shares their findings with the group. Every member presents what they have learned. After that, they discuss how the new information connects to the original issues. What this problem-based learning step does is to revise or confirm their earlier hypotheses. Then, they can work toward the final solution or explanation.