PBL for learners' responsibility over learning and personal development

Abstract

Reflective writing is a way to explore what we can become without being judged. Problem-based learning (PBL), an approach to learning and teaching that has reflective writing as one of its central components, has been seen to have the ability to improve the application of lesson-based theory to clinical practice and to assist students to develop skills for overcoming the environmental constraints of clinical practice. PBL is an educational design that emphasizes active participation, problem solving, and critical thinking skills. In this paper, I share my experience of PBL as they were captured in reflective diaries and later compiled into an “integrated essay.” I believe PBL works better than lecturing in linking theory with practice and in enhancing students’ understanding of the content; and that it could enhance students’ responsibility for their learning and development of critical thinking, problem solving, information retrieval, self-appraisal, and group process skills.