Editing Problem-based learning (section)

=== Higher level of learning ===

The PBL students score higher than the students in traditional courses because of their learning competencies, problem solving, self-assessment techniques, data gathering, behavioral science etc.<ref>{{cite journal|last1=Albanese |first1=MA|last2=Mitchell|first2=S.|date=1993|title=Problem-based learning: a review of literature on its outcomes and implementation issues|journal=Acad Med|volume=68|issue=1|pages=52–81|doi=10.1097/00001888-199301000-00012|pmid=8447896|doi-access=free}}</ref> It is because they are better at activating prior knowledge, and they learn in a context resembling their future context and elaborate more on the information presented which helps in better understanding and retention of knowledge.<ref>{{cite journal|last1=Bridges|first1=E. M.|last2=Hallinger|first2=P.|date=1991|title=Problem-based learning in medical and managerial education|journal=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.}}</ref> In medical education, PBL cases can incorporate dialogue between patients and physicians, demonstrate the narrative character of the medical encounter, and examine the political economic contributors to disease production. PBL can serve as a platform for a discursive practices approach to culture that emphasizes the emergent, participant-constructed qualities of social phenomena while also acknowledging large-scale social forces.<ref>{{Cite journal|last1=Yamada|first1=Seiji|last2=Maskarinec|first2=Gregory|title=Strengthening PBL Through a Discursive Practices Approach to Case-Writing|journal=Education for Health: Change in Learning & Practice|volume=17|issue=1|pages=85–92|doi=10.1080/13576280310001656150|pmid=15203477|year=2004}}</ref>