Problem-based learning: fostering creative problem solving through collaborative work

Abstract

Problem-based learning (PBL) is an approach to learning and teaching in which students are presented with contextualised, ill structured problems to investigate and discover meaningful solution in small collaborative groups. In PBL, the teacher adopts the role of a facilitator of learning, guiding the learning process and promoting an environment of inquiry. In this paper, I reflect on my experience of problem-based learning following my participation as a learner in a course that used the PBL approach. Generally, I found PBL to be effective in helping the students’ understanding of the content for clinical practice. Through both individual assignments and collaborative work, we were able to draw from the diverse backgrounds of group members and come up with solutions to the scenarios. However, PBL needs to be complemented with feedback-based lectures and individualized assistance for slow learners. In addition, both students and teachers need prior comprehensive training on PBL.