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Journal of Medical Education

Problem-based Learning in Medicine: The First 12 Weeks of Tutorial

Abstract

Problem-based learning (PBL) is a concept of learning in which learners grasp the knowledge and skills through handling a wide spectrum of case problems, which are carefully designed to trigger learning via a systematic learner-centered, self-directed enquiry process. Conceivably, PBL was an evolutionary solution to the inadequacy in the higher education and learning that is characterized by content-oriented didactic lectures, rote learning behavior and examination-driven assessment of student performance in the highly congested curriculum. Such an inadequacy is inevitable in the face of ever expanding knowledge domain provoked by the rapid advancement of information technology and new discoveries. PBL in health sciences education, first employed at McMaster University more than three decades ago has now been implemented in many medical schools worldwide. PBL is also being introduced to the Asia Pacific region where recent waves of medical education reform are taking place. The pedagogic concept of PBL is grounded in the belief that learning is most effective when students are actively involved and learn in the context in which the knowledge is to be used. The purpose of PBL is to do away with the above-mentioned inadequacy of the traditional curriculum on one hand and on the other hand to cultivate in students a proper attitude of learning which makes them a life-long learner, a corporate team-player, an effective communicator and a confident problem-solver.

First Page

372

Last Page

381

DOI

10.6145/jme.200112_5(4).0014

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