Editing Problem-based learning (section)

{{Short description|Learner-centric pedagogy}}
{{distinguish|Project-based learning}}
[[File:Awesome PBL group.jpg|thumb|A PBL group at [[Sydney Dental Hospital]]]]
'''Problem-based learning''' ('''PBL''') is a [[teaching method]] in which students learn about a subject through the experience of solving an open-ended problem found in trigger material. The PBL process does not focus on [[problem solving]] with a defined solution, but it allows for the development of other desirable skills and attributes. This includes knowledge acquisition, enhanced group [[collaboration]] and [[communication]].

The PBL process was developed for [[medical education]] and has since been broadened in applications for other programs of learning. The process allows for learners to develop skills used for their future practice. It enhances critical appraisal, [[literature retrieval]] and encourages ongoing learning within a team environment.

The PBL tutorial process often involves working in small groups of learners. Each student takes on a role within the group that may be formal or informal and the role often alternates. It is focused on the student's reflection and [[reasoning]] to construct their own learning.

The Maastricht seven-jump process involves clarifying terms, defining problem(s), brainstorming, structuring and hypothesis, learning objectives, independent study and synthesising.<ref name=":4" /> In short, it is identifying what they already know, what they need to know, and how and where to access new information that may lead to the resolution of the problem.

The role of the tutor is to facilitate learning by supporting, guiding, and monitoring the learning process.<ref name=Schmidt_2011>{{cite journal |doi=10.1111/j.1365-2923.2011.04035.x |title=The process of problem-based learning: What works and why |year=2011 |last1=Schmidt |first1=Henk G |last2=Rotgans |first2=Jerome I |last3=Yew |first3=Elaine HJ |journal=Medical Education |volume=45 |issue=8 |pages=792–806 |pmid=21752076|s2cid=34880575 }}</ref> The tutor aims to build students' confidence when addressing problems, while also expanding their understanding. This process is based on constructivism. PBL represents a paradigm shift from traditional teaching and learning philosophy,<ref name=Hung2011>{{cite journal |doi=10.1007/s11423-011-9198-1 |title=Theory to reality: A few issues in implementing problem-based learning |year=2011 |last1=Hung |first1=Woei |journal=Educational Technology Research and Development |volume=59 |issue=4 |pages=529–552|s2cid=62666403 }}</ref> which is more often [[lecture]]-based.

The constructs for teaching PBL are very different from traditional classroom or [[lecture]] teaching and often require more preparation time and resources to support small group learning.