Disadvantages of Problem Based Learning
As with all learning theories, there are advantages and limitations when
creating or implementing problem based learning curriculum. These limitations
revolve around six topics:
Academic achievement
Few academicians doubt the ability of students schooled in problem based
learning to exhibit strong reasoning and team building skills. Concern has
been raised, however, over the breadth of content covered. Because the focus
of problem based learning centers on a specific problem, academic achievement
scores often favor traditional teaching methods when standardized test are
used, but favor neither method when non-standardized forms of assessment
are employed (Vernon & Blake, 1993). These measures include problem-solving
ability, interpersonal skills, peer-faculty relationships, the ability to
reason, and self-motivated learning. In contrast, traditional instruction
is judged better in the coverage of science content areas (Albanese & Mitchell, 1993,
Vernon, 1995) and in evaluating students knowledge content. Although problem
based learning tends to reduce initial levels of learning, it improves long-term
retention (Farnsworth, 1994).
Time demands
Although students generally favor problem based learning courses, and their
ability to solve real-life problems appears to increase over traditional
instruction, instructors have not resoundly supported the movement toward
this type learning. Contributing to this divergence is the time requirement
placed upon faculty to assess student learning (Delafuente, Munyer, Angaran, & Doering, 1994; Vernon,
1995), prepare course materials, and allow students to complete the reduction
in coverage of course material due to the inefficiency of problem based
learning.
Role of the student
An unanticipated problem with problem based learning is the traditional
assumptions of the student. Most students have spent their previous years
assuming their teacher was the main disseminator of knowledge. Because of
this orientation towards the subject-matter expertise of their instructor
and the traditional memorization of facts required of students, many students
appear to have lost the ability to "simply wonder about something"
(Reithlingshoefer, 1992). This is especially seen in first year students who often
express difficulties with self directed learning. (Schmidt, Henny, &
de Vries, 1992).
Role of the teacher
Instructors in problem based learning curriculum need to alter their traditional
teaching methods of lectures, discussions, and asking students to memorize
materials for tests. In problem based learning, the instructor acts more
as a facilitator than disseminator of information. As such, instructors
focus their attention on questioning student logic and beliefs, providing
hints to correct erroneous student reasoning, providing resources for student
research, and keeping students on task. Because this role will be foreign
to some teachers, they may have trouble breaking out of their past habbits.
Appropriate problems
Generating the proper question is the most critical aspect of PBL. Without
problems that encompass both a large goal and specific objectives which
students must find on their way to reaching the goal's solution, there is
a good chance that important information will not be studied. In a study
that correlated student directed study and faculty objectives, it was found
that students did not stay on track and many important objectives were omitted
(Dolmans, Gijselaers, & Schmidt, 1992). It has even been speculated
that if students divert from their anticipated directions during their solution
generation, they may completely miss the main content if not redirected
by their instructor (Mandin, 1995).
Student assessment
Problem based learning differs from traditional instruction in a variety
of ways, and therefore student knowledge and achievement may be better measured
with alternate assessment methods. These methods include written examinations,
practical examinations, concept maps, peer assessment, self assessment,
facilitators/tutor assessment, oral presentations, and written reports.
More information on assessment can be found in this accompanying article.
References
Albanese, M., & Mitchell, S. (1993). Problem-based learning: A review
of the literature on its outcomes and implementation issues. Academic Medicine.
68(1), 52-81.
Delafuente, J. C., Munyer, T. O., Angaran, D. M., & Doering, P. L. (1994).
A problem solving active learning course in pharmacotherapy. American Journal
of Pharmaceutical Education. 58(1), 61-64.
Dolmans, D. H., Gijselaers, W. H. & Schmidt, H. G. (1992, April).
Do students learn what their teachers intend they learn? Guiding processes
in problem-based learning. Paper presented at the meeting of the
American Educational Research Association, San Francisco, CA.
Farnsworth, C. C. (1994). Using computer simulations in problem-based learning.
In M. Orey (Ed.), Proceedings of the Thirty-fifth ADCIS Conference (pp.
137-140). Nashville, TN: Omni Press.
Reithlingshoefer, S. J. (Ed.), (1992). The future of
Nontraditional/Interdisciplinary
Programs: Margin or mainstream? Selected Papers from the Tenth Annual Conference on Nontraditional and Interdisciplinary Programs, Virginia Beach, VA, 1-763.
Mandin, H., Harasym, P., and Watanabe, M. (1995). Developing a "clinical
presentation" curriculum at the University of Calgary. Academic Medicine,
70(3), 186-193.
Schmidt, H. G., Henny, P. A., & de Vries, M. (1992). Comparing problem-based with conventional education: A review of the University of Limburg medical school experiment. Annals of
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Education, 5, 193-198.
Vernon, D.T. (1995). Attitudes and opinions of faculty tutors about
problem-based
learning. Academic Medicine, 70(3) 216-223.
Vernon, D.T. & Blake, R.L. (1993). Does problem-based learning work?
A meta-analysis of evaluative research. Academic Medicine, 68(7) 550-563.