The Advantages of PBL

Emphasis on Meaning, Not Facts

Most students retain and use little of what they memorize in classroom situations. Unfortunately, memorization is a common occurance in traditional programs (Vernon & Blake, 1993). Problem based learning attempts to break this focus by engaging students in structuring solutions to real life, relevant, contextualized problems. By replacing lectures with discussion forums, faculty mentoring, and collaborative research, students become actively engaged in meaningful learning.

Increased Self Direction

As students pursue solutions to their classroom problem, they tend to assume increased responsibility for their learning. These students use self-selected resources, such as journals, on-line searches, and other library resources (Vernon & Blake, 1993), and textbooks, journals, and discussions (Albanese & Mitchell, 1993) more often than traditional students. They also alter their view of instructors from a sourse of test answers to a possible resourse to solving relevant problems (Aspy, Aspy, & Quimby, 1993). Together, these processes and learning skills help students become more competent in information-seeking skills than traditional students.

Higher Comprehension and Better Skill Development

Problem based learning provides more meaning, applicability, and relevancy to classroom materials. When problems are engaging, difficult, and useful, higher levels of comprehension and skill development occur than in traditional instruction (Albanese & Mitchell, 1993). Real-world contexts and consequences not only allow learning to become more profound and durable, but increases the transferability of skills and knowledge from the classroom to work (Gallagher, Stepien, & Rosenthal, 1992). This transferability is increased because students are able to practice the knowledge and skills in a functional context, allowing students to better imagine what it will be like using the knowledge and skills on the job (Bridges, 1992).

Interpersonal Skills and Teamwork

Few people in society work in isolation. Because social interaction is such an important aspect of work life, problem based learning incorporates collaborative teams in the solving of relevant problems. This methodology promotes student interaction and teamwork, thereby enhancing students' interpersonal skills (Bernstein et al., 1995; Pincus, 1995; Vernon, 1995) such as working with group dynamic, peer evaluation, and how to present and defend their plans (Delafuente, Munyer, Angaran, & Doering, 1994).

Self-Motivated Attitude

Researchers have found that students generally favor problem based learning classes, and therefore demonstrate increased attendance and attitudes than traditional classes (Vernon & Blake, 1993). Students think problem based learning is a more interesting, stimulating, and enjoyable learning method, and that it offers a more flexible and nurturing way to learn. Students in these classes are often less threatened by their environment and more able to pursue learning independent. Taken together, these attitudes help students increasingly become more self-motivated (Vernon, 1995) and independent learners, which help students continue their learning practices once they leave school (Aspy et al., 1993).

Facilitator-Student Relationship

Faculty who have worked in both traditional and problem based learning formats generally favor problem based learning (Albanese & Mitchell, 1993; Vernon, 1995; Vernon & Blake, 1993). The aspect faculty liked most is the tutor-student relationship (Vernon, 1995). Other aspects faculty deem important is an increase in student motivation, group atmosphere, student-directed learning, and student problem solving (Vernon, 1995). Faculty also consider problem based learning a more nurturing and enjoyable curriculum, and believe the increased student contact is beneficial to the cognitive growth of the student (Albanese & Mitchell, 1993).

Level of Learning

Evaluations done in the medical field indicate that students taught through problem based learning master content as well as students in the traditional courses. (Aspy et al., 1993). Problem based learning students scored higher on the NBME II & III (clinically-oriented standardized exams) than students in traditional courses.. These students demonstrated better clinical performance and residency programs (Mennin, Friedman, Skipper, Kalishman, & Snyder, 1993, Vernon & Blake, 1993). Problem based learning medical students also score better than traditional students with respect to learning skills, problem-solving, self-evaluation techniques, data gathering, behavioral science, and their relation to the social-emotional problems of patients (Albanese & Mitchell, 1993).

Why is there an increase in scores resulting in problem based learning? Information theory links three conditions to subsequent improved retrieval and use. It appears that students improve their comprehension because they: (a) are better at activating prior knowledge, (b) learn in a context resembling their future context, and (c) elaborate more fully on the information presented (Bridges & Hallinger, 1991). Increased elaboration promotes mental processing, understanding, and recall. Because content is learned in context, definitions, information, theories, correlations, and principles are learned and integrated with one another (Mandin, Harasym, & Watanabe, 1995).

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.

Aspy, D.N., Aspy, C. B., & Quimby, P.M. (1993). What doctors can teach teachers about problem-based learning. Educational Leadership, 50(7), 22-24.

Bernstein, P., Tipping, J., Bercovitz, K., & Skinner, H.A. (1995). Shifting students and faculty to a PBL curriculum: Attitudes changed and lessons learned. Academic Medicine, 70(3), 245-247.

Bridges, E. M. (1992). Problem based learning for administrators. Eugene, OR: ERIC Clearinghouse on Educational Management. (ERIC Document Reproduction Service No. ED 347 617)

Bridges, E. M., & Hallinger, P. (1991, September). Problem-based learning in medical and managerial education. Paper presented for the Cognition and School Leadership Conference of the National Center for Educational Leadership and the Ontario Institute for Studies in Education, Nashville, TN.

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.

Gallagher, S. A., Stepien, W. J., & Rosenthal, H. (1992). The effects of problem-based learning on problem solving. Gifted Child Quarterly. 36(4), 195-200.

Mandin, H., Harasym, P., & Watanabe, M. (1995). Developing a "clinical presentation" curriculum at the University of Calgary. Academic Medicine, 70(3), 186-193.

Mennin, S. P., Friedman, M, Skipper, B, Kalishman, S., & Snyder, J. (1993). Performances on the NBME I, II, and III by medical students in the problem-based learning and conventional tracks at the University of New Mexico. Academic Medicine, 68(8), 616-624.

Pincus, K. V. (1995). Introductory Accounting: Changing the First Course. New Directions for Teaching and Learning, 61, 88-98.

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.

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