Philosophy of

Problem Based Learning

NUR AFRAININ SYAH

 New-Innovative SPICES Traditional
Curricula Continuum Medical Curricula

S Student-centered Teacher-centered
P Problem-based Information gathering

I Integrated Discipline-based

C Community-based Hospital based

E Elective Standard

S Systematic Apprenticeship-based
 Constructivism & Situated
Learning

Copyright 2001 by Allyn and Bacon

 Constructivist Views of Learning
Emphasize the role of the learner

Copyright 2001 by Allyn and Bacon

Problem Solving vs Problem Based Learning

Problem Solving: Arriving at decisions based on

prior knowledge and reasoning

Problem Based Learning: The process of acquiring

new knowledge based on recognition of a need to
learn.
The case serves as a stimulus
for learning
 PROBLEM SOLVING PROBLEM-BASED
LEARNING
Educational strategy Traditional discipline-based Integrated systems-based

Main characteristics - The focus is on - The problem comes first

preparatory learning prior to without advance readings,
exposure to the problem. lectures, or preparation.

- The staff set the problems - The problem serves as a

(case history problems in a stimulus for the need to know.
primarily lecture- based
format), and students
- Based on their own prior
attempt to resolve them knowledge and the identified
using previously taught gaps in that knowledge,
curricular content. students determine the
learning issues within their
own group. They then identify
and use a variety of learning
resources to study these
issues and return to the group
to discuss and share what
they have learned.
 PROBLEM SOLVING PROBLEM-BASED
LEARNING
Role of the teacher Content expert Tutor/Facilitator

Learning environment Passive, teacher-centered Learning becomes

dependent upon the self-
directed efforts of the small
group. This method creates
a more active, student-
centered learning
environment
Who is responsible for Teacher The student decides what
directing the learning he/she needs to learn
activities
This traditional approach has been
criticised for a number of reasons:

Many existing curricula fail to meet the needs of

current and future doctors

It creates an artificial divide between the basic and

clinical sciences

Time is wasted in acquiring knowledge that is

subsequently forgotten or found to be irrelevant
(The acquisition and retention of information that
has no apparent relevance can be boring and even
demoralising for students)

Application of the acquired knowledge can be

difficult
 The educational objectives of PBL address
many of the perceived problems in
traditional medical curricula

Its possible advantages over traditional

approaches include: its greater relevance to
the practice of medicine, its ability to
promote retention and application of
knowledge, and its encouragement of self-
directed life-long learning
Questions?

?
 References
Duch,B., Gron,S., Allen,D. (eds) (2001) The Power of
Problem Based Learning. Stylus Publishing
Hmlo, C.E. (1998) Does Problem Based Learning Work
Teaching and Learning in Medicine. 10: 92-100
Wood, D.F. (2003) ABC of learning and teaching in
medicine: Problem based learning British Medical
Journal 326: 328-330

Recommended Reading
Burgess, H., Taylor, I (2001) 'From University Teacher to
Learning Coordinator: Faculty Roles in Problem-Based
Learning' Journal of Excellence in College Teaching,
special issue on Problem-Based Learning