Problem-Based Learning; A Time to Reflect and Remediate

Abstract

Attached

Purpose: Problem Based Learning (PBL) has becom e a widely accepted learning method due to its student-centred philosophy and non-didactic nature. W hile there are recognized benefits of PBL, there is equal concern about the problems which arise during execution. A fter several cycles of implementation or reviews, schools should be able to determ ine whether PBL is effective for their institution, if not, it may be useful to reflect on the challenges and consider remediation. Methods: The rationalization for this motion is discussed based on the status of PBL in medical education, the many types of PBL, the problem cases, cultural contexts, facilitators skills, learning spaces and alternative teaching learning methods. Results and Conclusion: W e conclude that educational strategies m ay be relooked and redesigned consistently to best suit the purpose. W e are not suggesting that all schools drop PBL, however, it is worthwhile to consider remediation or alternatives, if PBL is found to not effectively achieve the learning outcomes. T he principles of constructive, contextual, collaborative and self-directed learning should continue to be the foundation for devising such educational strategies.