Review by: Brahm, Taiga (2006-10-10)

The article was published in the newly-issued "Interdisciplinary Journal of Problem-based Learning". The author aims at providing an overview of problem-based learning (PBL) by synthesizing the ori-gins, definitions, and characteristics of PBL and by contrasting it with case-based and project-based learning as well as with inquiry-based learning. He concludes with the challenges lying ahead of PBL. Problem-based learning is described as an instructional approach that takes its origin in the health sciences approximately 30 years ago. In the 1980s and 1990s, it became popular in other medical schools across North America and Europe. Ever since then, it has been questioned whether PBL serves better or worse than other instructional approaches. The results of various meta-analysises could not reveal a clear picture with some reports stating the equality to other types of instruction in terms of knowledge testing, but showing a preference of the students for PBL and an improvement of students' problem-solving skills. A more recent report, however, stated that there is no clear indication that PBL would be more effective than traditional pedagogical approaches. The author concludes that further studies with different learner populations focusing on short-term and long-term effectiveness are needed. Nevertheless, a number of examples for the usage of PBL from elementary schools up to uni-versities and professional schools can be found. Among others, the University of Delaware, the Illinois Mathematics and Science Academy, and the Samford University in Birmingham/Alabama are named. It seems that the widespread usage of PBL also produced some misconceptions and misapplications which might have been caused by the introduction of PBL without adequate support of staff, the lack of research and development in the field, insufficient assessment methods and inappropriate evalua-tion strategies.

PBL is defined as an "instructional (and curricular) learner-centered approach that empowers learners to conduct research, integrate theory and practice, and apply knowledge and skills to develop a viable solution to a defined problem." (p 12). This definition is elaborated by describing the characteristics of PBL in more detail:

• The approach is leaner-centered since students have the responsibility for their own learning. This means that they address the problem with their previous knowledge and state what they need to know in order to tackle the problem. By making the learners responsible, their motivation increases.
• The problems should be ill-structured so that the skill to identify the problem can be developed within PBL as well.
• PBL should integrate a variety of disciplines that are relevant to the specific problem. Thus, the stu-dents learn how to use different sources for their work and profit from multiple ideas which leads to a more elaborate understanding and solution of the problem.
• In order to solve the problem, collaboration should be essential. To emphasize this, the teacher could pose questions that additionally support the collaboration process.
• The students should apply whatever they learned during the process. For this, it is important that the knowledge is continuously shared among the participants.
• The PBL process should be concluded with a reflection of the learning outcomes and knowledge gains but also with a debriefing on the learning process itself to support the transfer of learning.
• It is also important to adjust the assessment processes. In order to enhance self-reflection and meta-cognition, self and peer assessment should complete every problem. Accordingly, student examina-tions should focus on the knowledge, but also on the other skills developed within PBL, (e. g. critical thinking; finding, evaluating and using learning resources; working in groups; communication skills)
• To further enhance the transfer of PBL, the tasks necessary for PBL should represent activities needed in the real world as well.

In consequence, the teacher has to fulfill the role of a tutor or facilitator for the learning process, the learners have to be able to regulate their own learning and the ill-definition of the problem can be identified as one of the motivators for PBL.

Case-based and project-based learning are to a certain extent similar to PBL, however, they do not put as much emphasis on the learners' role in defining their own objectives and outcomes for the problem since the cases and projects tend to be better defined. This also implies that the teachers function more like instructors and coaches instead of tutors since they have to provide guidance, suggestions and feedback on whether the objectives have been met. A similar difference can be found between PBL and inquiry-based learning since the teacher acts as both tutor and provider of information in inqiry-based learning while in PBL, the tutor never provides any information on the problem since this is the responsibility of the learner.

One of the challenges ahead for PBL is its widespread implementation in other contexts besides the health sciences. But this adoption of PBL in undergraduate education poses the problem that curricula have to adapted and that standardized testing (which is applied throughout the United States) has to be adjusted to PBL.