Reference: Frost, M.(1996) An analysis of the scope and value of problem based learning in the education of health care professionals. Journal of Advanced Nursing 24: 1047-53.

• PBL is a form of education in which learning results from the process of working towards the understanding or resolution of a problem.
• innovative form of education bridging the gap between theory and practice
• the PBL process involves (1) identifying problems or issues related to a specific topic (2) determining the relevant questions that need to be answered (3) each participant taking on assignments to enhance understanding of a specific PBQ (4) sharing the results through a summarized handout and class presentation with discussion
• new knowledge and understanding is applied to the original problem to enhance one’s understanding of the problem, its issues and the solution.
• PBL is ideally suited for a student-centered approach which challenges adult student to learn for themselves.
• Engel (1992) argues that working in teams develops collaborative approach necessary for practice.
• Members of a multidisciplinary teams have differing roles and expertise and PBL may make students over dependent on working in small groups(Albanese and Mitchell, 1993)
• Townsend (1990) using PBL in nurse education found students reacted to PBL with anxiety and frustration until they developed confidence and become more self directed in meeting their learning needs
• Vernon and Blake (1993) report medical students judged PBL more positively than traditional curricula and attendance at classes was improved with the use of PBL
• Albanese and Mitchell (1993) suggest that PBL alone may not be as effective as when it is used in combination with lectures for specific content related courses
• the teacher in PBL is viewed as a facilitator and may for some be seen as a threat to the superiority of the teacher
• listening skills and an understanding of group dynamics are important components of PBL and may be important attributes for the teacher in order to maximize group discussion and allow students the freedom to learn for themselves (Sadlo, 1994)
• is PBL more effective? It may take about 20% more time than lecture but retention rates may be higher once information is discussed by students
• PBL is a subject-based, teacher-centered approach and does have limitations
• The strength of PBL is that: PBL may create self directed learners
• Dolmans (1993) reports that medical students tended to generate biological issues at the expense of psychological and social issues in their PBQ
• PBL is viewed as a suitable alternative method of teaching health care professionals
• both students and teachers report a positive response to the method of PBL
• Frost (1996) concludes that PBL may provide for a skilled, knowledgeable and reflective practitioner who is motivated to life-long learning and PBL has the capability to produce such practitioners

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Miller19/PBL Question